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IAAL Part 2
IAAL Part 2
Alyssa Glenn
This semester, I chose to focus my first year of instruction on organization
create and continually update an electronic Google Drive, complete with ready-to-go
and scaffolds, and specific resources on phonics and fluency instruction for low-
enlisted the help of my school sites strategists and my fellow fourth grade team
teachers to aid in the creation and upkeep of this Google Drive. Throughout the
semester, we constantly discussed and generated ideas for lesson plans and student
engagement activities as well as accumulated resources for our low level (Tier II and
building a tool belt of plans and resources for the year because this will best help set
me up for success in the classroom so I can best teach and meet the needs of my
are not on or even near fourth grade level and many do not speak English as their
native language. The wide range of student abilities in reading and writing makes it
very difficult to adequately teach and meet every students needs without the proper
end of the school year and this organizational foundation will allow me to best
support my students.
CIL 621 Canady 12/11/17
Alyssa Glenn
The fourth grade teachers, strategists, and I produced a team drive
connecting our Google accounts that allows each of us to add, edit, and modify
documents and other materials as well as compile our unit lesson plans, separated
by standards. We were each able to discuss what we added in the team drive and
why we added it to ensure we had consistent communication and were able to share
as many of our resources as possible. This team drive provided many scaffolds for
our Tier II and Tier III students already put in place in our lesson plans, however I
felt that there were not enough resources for teaching our English language learner
students. I decided to supplement the materials in our Google drive with materials
second language) class at the University of Nevada, Las Vegas. I had tracked
study that allowed me to see how she responded to various scaffolds and
paralingual aids.
three (3) strategies to use with my current students, trying a new skill or strategy
every six (6) weeks. This turned out to be easily attainable; I was able to try out a
new strategy or skill every week and could adapt my teaching practice around what
worked for the children and what was not as effective. For example, the first
scaffolding strategy I included that addressed the needs of both my English language
learners and low-level students was to consistently create anchor charts with
visuals for each lesson and to update my classroom word wall with key vocabulary
essential for students to reference. This was very successful for these students and
CIL 621 Canady 12/11/17
Alyssa Glenn
they were able to refer back to them whenever necessary, specifically for
independent work and class discussion. A strategy that I implemented that was not
as successful was the use of an application on our classroom iPads call Duolingo. I
implemented the use of the Duolingo app in order to help my students that are still
in the emerging phase of learning English and have scored a one (1) on their WIDA
testing, which determines their language acquisition growth. This app was not
students. The content was often not applicable to what we were learning in class
and did not have any academic language components, so the buy-in for my English
language learners was very low. After two (2) weeks of using the Duolingo
application, I decided against its continuation and began to look for new strategies
This goal was very beneficial for me as a first year teacher. While I had a fair
foundation to build up from. I felt grounded and able to expand and truly focus on
teaching in the best way possible for each of my students, rather than trying to just
teach the curriculum materials without any sort of differentiation. I was more
prepared and able to critically analyze what I was doing in the classroom and
accordingly. I believe that I have met my goal for the semester and I will continue to
build on this goal for the second half of the school year and throughout the rest of
my years as a teacher.