Reading Artifact Reflection- Standard 3

Artifact Title: Differentiating for Diversity

Date Experienced Completed: Spring Semester 2014

Artifact Description

This artifact consists of two documents: 1) a literature review, and 2) a unit

lesson plan. In the review of literature, I present researchers’ data and

recommendations concerning the assessment, placement, and best practices to

educate students with diverse cultural, linguistic and developmental needs. The

main focus in this artifact is the referral of ELLs to special education services, with a

special emphasis on the roles and responsibilities of ELL specialists in this process.

Included is a list of critical questions teachers and school-based teams must explore

before referring an ELL student to special education. The lesson plan follows the

recommended research-based SIOP model, designed for inclusive instruction that

includes the necessary elements of scaffolding and comprehensible input, which is

essential for ELLs and special education students.

Wisconsin Standard Alignment

These documents best align with Standard 3 that states:

“The teacher understands how pupils differ in their approaches to learning and the

barriers that impede learning and can adapt instruction to meet the diverse needs of

pupils, including those with disabilities and exceptionalities.”

 The literature review demonstrates my understanding of the importance of

appropriate high-quality literacy instruction for special needs students, as well as

several shared characteristics of ELLs and students with disabilities. I have included

research-based recommendations for best practice teaching strategies for culturally

and linguistically diverse students with exceptionalities (CLDE). I have described

the collaborative consultative model in which ELL specialists collaborate with both

special and general educators to provide CLDE supportive in-class language services

and resources to general educators.

The second document is a unit lesson plan following the Sheltered

Instruction Observation Protocol (SIOP) model. This multi-leveled, multi-sensory

lesson plan includes scaffolding, modeling, and guided practice, as well as various

assessment methods. Language-building instruction for ELLs, as well as native

English speakers, is integral to the lessons. This evidence-based SIOP lesson plan

demonstrates my competence in adapting instruction to meet diverse needs of

pupils.

These documents aligning with UW-Platteville School of Education Ksd1b:

demonstrates knowledge of students.

What I learned about teaching and learning from this experience:

The purpose of state and federal legislation in regards to ELL and special

education, such as the Civil Rights Act, Free Appropriate Public Education (FAPE),

and the Individuals with Disabilities Education Act (IDEA), is to ensure that
students’ needs are accurately identified and addressed through high quality

instruction.

It is important that school district personnel not refer English language

learners for special education services due to confusion of characteristics shared

between ELLs and students with disabilities. Limited comprehension, articulation

and pronunciation errors, poor spelling, limited vocabulary and reading below

grade level are some of the shared characteristics between ELLs and students with

disabilities.

Another excellent resource I discovered during this research is a list of

essential guiding questions and criteria to be used by school personnel before

seeking special education services for ELLs.

Díaz-Rico and Weed (2006, p. 328) noted that the effective, responsive

teacher “adopts an experimental attitude, implementing strategies over time and

documenting the effect these innovations have on the student in question.” I find

this recommendation enlightening because it reminds the teacher of the individual

nature of each student, and the reality that modifications and adaptations are not

one-size-fits all; it takes having all the tools in the tool-box of strategies, and

discovering which ones will produce the desired outcome for each student in their

unique development.
What I learned about myself as a prospective Reading teacher as a result of
this experience/artifact:

As a reading teacher for ELLs, I may have many responsibilities in the

collaborative consultative model during the process of determining special services

eligibility for a student. Among these key roles are: organizer, instructor,

investigator, mentor to students, and colleague.

I am encouraged that through years of voluntary literacy tutoring, formal

education and research, practicum teaching and professional experiences, and

serving as a certified interpreter that I possess essential knowledge and skills that a

reading teacher for ELLs should demonstrate during the special education referral

process: (a) awareness of the second language acquisition process; (b) appropriate

instructional strategies for ELL students; (c) sensitivity to cultural diversity; (d)

sensitivity to child-rearing practices in immigrant families that may be different

from those in the U.S.; and (e) the importance of native language support. (Chernoff,

no date).

Based on the research, I plan to use the Sheltered Instructional Observation

Protocol (SIOP) to address students’ linguistic and academic needs as well as their

disabilities. SIOP provides a model for inclusive instruction that includes the

necessary elements of scaffolding and comprehensible input. “One-size-fits all

lesson design is not only ineffective but it also ignores literally hundreds of studies

on effective teaching. Without differentiation all day long, struggling readers have

little chance of ever catching up with their more proficient peers” (Allington, 2012,

p.vi). Through research and practicum teaching experiences, I have not only learned
the theoretical value of individualized instruction, I can also adapt instruction to

meet the diverse needs of students.

References

Allington, R.L. (2012). What Really Matters for Struggling Readers.

Chernoff, E., (no date). Model 10: ESL students and special education. Retrieved on
05/14/2014 from
http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&ved=0
CDQQFjAB&url=http%3A%2F%2Fwww.albany.edu%2Flap%2FMODULE%25
2010.doc&ei=vdh0U-
fZCoaSqgbOgYKIDQ&usg=AFQjCNEV_RcshVK9yeWIoXADLksAx1HnFg&b
vm=bv.66699033,d.b2k

Diaz-Rico, L.T., & Weed, K. Z. (2002). The Cross-cultural, Language. And Academic
Development Handbook. A Complete K-12 Reference Guide (3rd ed.). Boston: Allyn and
Bacon.