Refection:

Standard 3.a. Planning for Standards-Based ESL and Content

Instruction
The artifact I choose for standard 3a came from math lesson plans I created for
my first grade class. This artifact demonstrates that I can plan toward specific standardsbased ESL and content objectives, but include multiple ways of presenting material.
This artifact also reveals that as a general education and content-area teacher, I can
ensure that ELLs access the whole curriculum.
The artifact is a lesson plan for a hands on-algebra/compare numbers lesson.
Students had to compare two, two-digit numbers based on meanings of the tens and one
digit. The lesson is not only aligned to the content objective but it also includes different
ways I represented the task to ensure that all my students acquired the skill being taught;
for example, creating small grouping that pairs student who are fluent in English with
ELL students, as well as use number cards from previous lesson to help them build
background. Creating this lesson plan has expanded my knowledge of making sure I
reach the needs of all my students no matter their level.
This lesson plan is evident that I take notice that students are more successful in
the lesson when the lesson is differentiated. This artifact helps show that I made sure that
the ELLs, and the other students as well, are presented with the material in different way
to make evident that ELLs access the whole curriculum.
This artifact has contributed to my professional understanding of this standard by
giving me grasp of how important it is to scaffold instruction in general education content
areas. Nevertheless, creating this lesson plan has made me more aware of how time
consuming it is to plan for multi-level classrooms with learners from diverse backgrounds

Refection:
Standard 3.a. Planning for Standards-Based ESL and Content
Instruction
because you have to keep in mind their prior knowledge as well as their level of English
proficiency to ensure that they are successful in the lesson.
An area in which I would consider improving in is making sure I know my
students prior knowledge, current level, and next steps; familiarizing yourself with
students is probably the most important thing you can do. Seeing how its nearly
impossible to plan different assessments for every student, for every lesson you teach you
have to know what level they are currently in to help you form your groups so that you
can differentiate for four or five groups appose to 20 students.