I teach first grade in an urban district in the state of Connecticut. About 90% of our students have a poor socio-economic status and our district struggles to provide them with additional resources to support their learning. Our district is in an economic deficit, in which they had to modify transportation and classroom aids to be able to have the sufficient budget to afford to pay the educators and keep the schools open. This means that there is no additional money for resources that will allow the students to improve their academic skills.. We do not have a written curriculum with guidelines, timelines, lessons, etc. Our district provides us with goals that students must master by the end of the year and with teacher’s guides and other materials
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It is a determining importance lesson that incorporates science, listening and speaking skills. This lesson is part of our science Animals unit and our Nonfiction language arts unit. In my class 19 out of my 24 students are English Language Learners and 6 have Individualized Educational Plans. My special education students get pulled out services daily, bur my ELL students do not because they are part of a Dual Language program in which they are supposed to get additional support from their Dual Language teacher. I have 4 above grade level students, 15 on grade level, 3 below grade level and 2 severely below grade level. Their language level is closely related to their reading performance and they need additional interventions to develop and master language skills. I am in charge of providing most of these interventions; we have an interventionist, but she can only help the four lowest students in the class. I tried as much as I can to provide as many interventions and additional support as possible, but with 24 students t can be a difficult task. Time is also an issue; we do not have enough time in the language arts block to meet the needs of all the students. I try to plan my week in such way that there are designated times to meet with different students and to reteach concepts when necessary. By doing this I make sure to provide support to all students and to have additional time for unexpected
It is a determining importance lesson that incorporates science, listening and speaking skills. This lesson is part of our science Animals unit and our Nonfiction language arts unit. In my class 19 out of my 24 students are English Language Learners and 6 have Individualized Educational Plans. My special education students get pulled out services daily, bur my ELL students do not because they are part of a Dual Language program in which they are supposed to get additional support from their Dual Language teacher. I have 4 above grade level students, 15 on grade level, 3 below grade level and 2 severely below grade level. Their language level is closely related to their reading performance and they need additional interventions to develop and master language skills. I am in charge of providing most of these interventions; we have an interventionist, but she can only help the four lowest students in the class. I tried as much as I can to provide as many interventions and additional support as possible, but with 24 students t can be a difficult task. Time is also an issue; we do not have enough time in the language arts block to meet the needs of all the students. I try to plan my week in such way that there are designated times to meet with different students and to reteach concepts when necessary. By doing this I make sure to provide support to all students and to have additional time for unexpected