a L Annotation — Teaching Week 0 (Pre-Planning Days) Notice that all names have been changed to protect student identities. As per his One Plan, Simon has significant anxiety and difficulty with the interpretation of presented content. Therefore, he will be seated on the desk in front of the SMART Board and teacher's desk. He will also-be sitting with identified students ‘that are responsive, compassionate, and supportive of Simon's higher needs. ‘Greg and Luke have been separated, as they have been observed mutually distracting each other and inhibiting lesson delivery. ‘Carter and §gymor both have moderate EAL/D scaffolding in the lesson, so they have been seated near the SMART Board for ease of lesson delivery and presentation of resources. ‘The tables have been chifted into small groups, usually four students, to facilitate group work and discussions. Suzie and Lilia have disclosed that they have friendship issues with Harper and Gary. I have passed on to the ‘email contacts for the school’s Wellbeing Leader and have separated the students a3 an interim measure. Thave tried, where possible, to group tuble teams by readiness. I have used data from the last assessment pieces, mentor comments, and NAPLAN data as part of this process. By grouping students by readiness, ‘students will be given opportunities to experience peer to peer leaming and teaching. In tum, I lead to critical social and emotional skills and development. ‘The broken table has been identified as a barrier to leaning and unsafe for the learning environment. The proper authorities have been informed. This issue has resulted in one table having six students instead of fouras desired. eg Seer Paar ee Poe) ood fis Sees