Teacher observed: Sara Reaves

Various Grades

ESE sara.reaves@ocps.net

407-249-6410

ESE Level Field Study Portfolio

Amy Johnstone Kennedy EDF 2085

February 2011

Waterford Lakes Elementary12950 Lake Underhill Road Orlando Fl. 32828 407-249-6410

ARTIFACT 1

Example of lesson plan assignments are derived from mainstream curriculum but explained in some more basic ways.

ARTIFACT 2

Classroom Strategies

ARTIFACT 3

Daily homework checklist

Lesson Plan

Home work turn in & planner review

ReadingStory Groups Site word review, sounds, and fluency sheetsFCAT focus –drawing conclusionsLA.2.1.4.5: The student will recognize high frequency words; LA.2.1.4.8: The student will use self-correction when subsequent reading indicates an earlier misreading. LA.2.2.1.4: The student will identify an authors theme, and use details from the text to explain how the author developed that theme

Breakouts Computer & frequency

MathPatterns and SequenceMA.2.A.4.3: Generalize numeric and non-numeric patterns using words and tables.

Library

Mrs. Reaves and her class in a reading breakout group

Word wall with words the class is working

FCAT 15 Poster- Every week they highlight on of the FCAT 15

1. What exceptionality do the students have? What grade level and what age are they? My students vary in their exceptionality but, they all read below their grade levels. Some of them have learning disabilities. My students are between 2nd and 5th grade their ages vary as well.  2. What needs do the children seem to have that are unique to this group? Common to other children? What modifications in instructional approach are made? My students require some extra directions when it comes to skills and concepts. All of my students are well below their grade reading level. We use readers and computer programs to work their reading. I use curriculum that is derived from mainstream class but, is broken down into more detailed concepts that allow for basic terms and detailed dissection.  3. What recommendations does the parent have for you, regarding what you might provide for children who have special needs? My parents vary in their involvement. I routinely call them to discuss their child’s progress and suggest at home techniques. At times I need to call them to discuss their child’s attitude or requesting information regarding any medication their child takes for any disorders.  4. How have you been affected by the education policy directed at children with special needs. What modifications has the teacher made in teaching? What do you as a teacher still feel is needed? I am very lucky to have a principal that understands the needs of ESE classrooms. I do not need to explain the importance of parent and school involvement he understands and assists when he can. One of the difficulties for my classroom is prior to the year we are unsure how many students we will have in ESE. Leaving us usually with not enough textbooks and supplies.  5. What type of assistive technology do you use to accommodate the special needs of your students? We use audio books & computer programs with voice activation. Each student has computer time weekly where they work at their own pace on their reading skills.

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