Part 1: Strategies
Explicitly Teaching Related Vocabulary
Fiona has reading difficulties that hamper her understanding of algebraic concepts. Thus,
by familiarizing her with basic algebraic terms like variable, coefficient, expression, and
equation, I can easily bring her up to speed with the terms used in class. This approach will help
Fiona follow lessons, contribute in class, and gain confidence in her algebra.
To achieve this strategy, I will apply specific strategies. First, I will create a set of
flashcards where one side of the card will have the algebraic terms while the other side will have
the definition or an example of the term. These flashcards should be used to test Fiona on a daily
basis, especially the terms that she has some challenges with. Moreover, having a word wall in
the classroom with the terms in algebra and their meanings will be helpful to Fiona during
lessons and practice. It is possible to make learning fun by using vocabulary games such as
“Algebra Bingo,” where Fiona links terms with their definitions or “Memory Match,” where she
matches terms with their meanings. The next sessions should be designed to revisit the terms and
use the assessments to confirm that Fiona grasps them.
Concrete-Representational-Abstract (CRA) Strategy
This approach breaks down complex algebraic concepts into three manageable stages:
concrete, figurative and abstract. In this case, the CRA strategy is advantageous to Fiona because
it progresses from the concrete to the formal level, thus improving her comprehension of algebra
(Peltier et al. , 2018).
To use the CRA strategy, start with the concrete stage by using algebra tiles to model
equations and expressions. For example, demonstrate how to combine like terms by using tiles of
the same shape or color. This makes it easier for Fiona to understand the concepts in algebra
since she can manipulate objects and see how they relate to the concepts. After that, please
proceed to the symbolic stage by requesting Fiona to sketch the algebra tiles that she employed.
These drawings should show how the tiles relate to some part of an equation to remind her of the
concepts. Last of all, go to the abstract level, where Fiona is solving equations with the help of
symbols and letters. She should write down the equations she solved using tiles and drawings
and then show her the solution process.
As new algebra topics are introduced, the CRA method should be used systematically for
continuity and understanding. This approach will assist Fiona in building on the knowledge
progressively. Her knowledge should be tested frequently to confirm that she understands each
stage before proceeding to the next one, resulting in adequate knowledge of each concept.
PART 3
Home Connection
Plan to Involve Parents
Fiona's parents should be involved in her learning process for her to succeed. To this end, I will
develop a clear communication schedule and design particular home tasks that correlate with
Fiona's classroom tasks. I will write weekly emails to Fiona's parents to inform them of their
daughter's progress and the topics taught in class. These updates will include specific guidelines
for home activities that parents can undertake with Fiona. This way, parents can follow the
instructions and understand why a particular activity is being done, thus effectively supporting
their child's learning at home.
At-Home Activity
A targeted at-home activity will involve using flash cards to revise algebraic terms and simple
equations. Every set of flashcards will be created to include terms such as 'variable', 'coefficient',
and simple sample equations that Fiona has to solve. Parents can use these flashcards with Fiona
for 10-15 minutes every evening. For example, parents can ask Fiona to define each term or
solve simple problems on the flashcards, and the application will provide feedback and
encouragement. This activity aims to improve learning and teaching by making it more fun and
enjoyable in their homes while simultaneously repeating what they learn in class.
Rationale
Involving Fiona's parents in her learning process ensures consistency and follow-up in
learning activities at school and home. The parents get weekly emails on Fiona's progress and the
concepts that she is learning at school so that they can better assist her. The structured at-home
activity using flashcards helps reinforce what Fiona learns in class, improving her knowledge.
When parents are involved in their child's learning process through well-coordinated activities, it
becomes a teamwork affair that greatly improves Fiona's learning process and results.
