Education Differentiated Instruction lesson Unit

Differentiated Unit Plan-Educ 307

Differentiated Unit Plan 2

Weather

Sample 2

Educ 307-D01

Differentiated Unit Plan Part 1: Form

Unit Forms:

Grade: 2nd

Topic: Weather- I developed a differentiated unit plan with the unit theme of Weather for 2nd grade Science. The focus will be on learning how weather forms and how weather can be measured and tracked. Students will identify the different types of weather, learn about the seasons and how weather changes with them, measure and record weather data, understand what temperature means using a thermometer, investigate the water cycle and wind, identify the different types of clouds, and investigate precipitation, the different types of storms, and severe weather. Students will perform or observe various weather experiments to understand the concepts being taught. The final project for the unit will culminate in the students working in groups to create a poster on weather. The students will be given a choice to pick either a type of weather or severe storm as their poster theme.

There is a Math tie in to this unit in Science. The students will learn how to calculate temperature to the nearest 10°. Students will use thermometers as they learn how to read and find the temperature. Students will also identify patterns in weather. Students will learn how graphs work and create their own graphs using weather data.

Class Description:

The second grade class of Ressie Jeffries Elementary school is comprised of 21 students. There are 11 girls and 10 boys. The class is a heterogeneous ability group and there are 7 students who receive some sort of special needs services. There are 18 Caucasian students with English as their only language. There is one African American boy and one Hispanic boy and one Hispanic girl. Both Hispanic children are learning English as a second language (ESL). There are about three students who are below level in reading or math or both. One student is visually impaired and wears glasses to see accurately. One student is diagnosed as Dyslexic and one student is diagnosed as having ADHD.

Carlos is a Hispanic boy who is learning English as a second language. He is doing quite well in speaking English; however there are still words that he does not understand the meaning. He has great work ethic on his school work, and he also practices speaking English at home. Maria is a Hispanic girl who is learning English as a second language. She is still struggling at saying some words. She requires more help with the ESL teacher than Carlos. Additionally, Maria is below grade reading level due to her language barrier. She goes to the Reading Specialist at the Reading Lab along with the other three students who are below grade reading level.

There are three students who receive extra help in the Reading Lab because they are below grade level in reading. Michael, Samantha, and Jacob go to the Reading Lab during the extension period at school. Samantha is a sweet girl who tries hard at reading. Michael is a good kid, but gets frustrated when he gets stuck on a word. When he gets frustrated he loses focus. Jacob is quickly making strides to catch up to grade reading level. He should be at level before the end of the school year. Michael and Samantha are both also below grade level in Math. They struggle at their math facts. They are both currently being tested to see if they have any learning disabilities.

Georgia is a sweet girl who has just been diagnosed with Dyslexia. She gets help in the Reading Lab with the Reading Specialist to learn techniques to help her read accurately. She is learning the techniques at a steady pace. She requires help during testing. Usually I will read the test to her, but sometimes she can take the test on the computer. She wears headphones and the computer reads the test and answer choices to her.

Robert has been diagnosed with having ADHD. He received special needs services. He visits with a Specialist to learn different techniques to focus on his school work. He does well most days. However, there are some days where Robert struggles and acts out behaviorally. I use different techniques during instruction time where I try to get Robert up out of his seat and moving around while learning. This helps him to focus on what is being taught. I also use a lot of kinesthetic learning opportunities for him because if his hands are moving, that helps him to focus on his work as well as remember what he is learning better.

Day	Objective	Teacher Instructs	Guided Practice	Independent Practice	Evaluation
1	Students will identify 9 different types of weather.	KWL- What is weather? What are the types of weather? How does weather affect our lives? Teacher will show a Power Point presentation on the types of weather and their descriptions.	Teacher will show pictures of the types of weather. Students will complete a chart that lists each type of weather and characteristics about the weather.	Students will pick a type of weather and color the picture. They will then write three things about the weather.	Students will select the correct weather word from a word bank to label the weather descriptions given.
2	Students will be able to identify the four seasons and the corresponding weather for each season.	Watch a Brain Pop video on the four seasons. What weather do we have in Winter, Spring, Summer, and Fall? What clothes do we wear for each season? Teacher will read The Four Seasons written by Pam Bull, to the students.	Students will draw a picture for each of the four seasons displaying the correct weather of the season.	Students will create a four season’s wheel which shows the correct season name and corresponding weather.	Match the correct season to the corresponding picture displaying the correct weather and clothing for the season.
3	Students will identify the importance of measuring weather and recording weather data.	Teacher will read Oh Say Can You Say, What’s the Weather Today? All About Weather by Tish Rabe. Why is it important to measure/record weather? Why do we want to know what the temperature is for the day?	Teacher will point out different weather reports for different days of the week and students will hold up the correct matching weather picture for the weather report. Students will also make a weather wheel.	Students will make their own weather forecast for the upcoming week based on the weather from that same week a year ago and the current temperature. Students will include temperatures and descriptions of the weather.	Students’ weather forecasts will be graded using a rubric. Students will be graded on specific parts included and not the accuracy of predicted weather.
4	Students will be able to identify and label each step in the water cycle process.	Students will watch a Brain Pop video on the water cycle. Students will also view a Power Point presentation that explains the water cycle. Teacher will read The Wild Water Cycle by Rena Korb to the students.	Students will be divided into groups and be given a different step in the water cycle. They will create a picture showing what happens at that part in the water cycle process.	Students will be given printables on each stage in the water cycle process that they can color and make into a book. Students will make their own water cycle wheels.	Students will be given a picture of the water cycle that they will correctly label each part of the process.
5	Students will be able to identify wind and how it affects weather.	Students will view the website www.weatherwizkids.com on the Smart Board and learn about wind. Where does the wind come from? Why do we need wind? How does the wind affect the weather?	Students will perform an experiment about wind. Using straws and various objects, they will blow through the straw and see how the wind moves each object. Students will then write answers to questions about their findings through the experiment.	Students will create their own pinwheels. They will then take them outside to see how the wind is blowing. Students will then watch a Brain Pop video on wind.	Students will answer 20 questions about wind in a quiz. The quiz will be graded. Students will pass if they get 16/20 questions correct.
6	Students will be able to identify and label 4 different types of clouds.	KWL- What are the different types of clouds? Why are there different types? How can we learn about weather by looking at the clouds? Students will view the website Weather Wiz Kids (www.weatherwizkids.com) for information about the different types of clouds.	Students will make a book showing each type of cloud and the correct description for each cloud. Students will also create a model of each cloud using cotton balls and glue. They will attach each model to their book.	Students will be given the printable “Types of Clouds” by Erin Ryan with information about the types of clouds. They will then answer questions on a worksheet that accompanies the information. We will then check the answers as a class.	Students will be given pictures of the various types of clouds and will have to identify which type of cloud is shown.
7	Students will be able to identify the different forms of precipitation.	Students will view the Weather Channel (www.weatherchannel.com) on the Smart Board. They will view the kids section to learn all about Precipitation and the four forms of precipitation. Students will be shown precipitation maps and the teacher will explain the symbols on the map and how to read the map.	Students will make picture books showing each of the four forms of precipitation.	Students will be given a precipitation map from Scholastic (www.scholastic.com) with information about precipitation and then will answer the questions that go along with the printable. We will check the answers as a class.	Students will match the correct precipitation word to the correct description 12/12 times correct.
8	Students will identify the different types of storms and their characteristics.	Students will watch a Brain Pop video on thunderstorms. What makes thunder? What makes lightening? What is the difference between rain and a thunderstorm? Students will also watch a Power Point presentation about the different types of storms and their characteristics.	Students will receive a small book: Owlie Skywarn’s Weather Book. Students will read about the different storms and color the pages.	Students will complete the weather worksheets that accompany the Owlie Skywarn’s Weather Book. Students and teacher will play a game of Jeopardy about the different storms.	Students will take a 20 question quiz on the different types of Storms and their corresponding characteristics. Students will pass the quiz if they receive 14/20 questions correct.
9	Students will identify severe storms and their descriptions.	Students will view two Brain Pop videos on severe weather. Students will then view a Power Point presentation about the different forms of severe weather.	Students will be divided into groups of two and each group will make a poster of either a type of storm or a severe storm.	Posters will include pictures and facts about the storm. Each poster will also include ways to stay safe in the storm.	Posters will be graded using a rubric by the teacher.
10	Students will continue to work on their weather posters.	Teacher will have magazines and printables students can use for pictures on their posters.	Student groups will continue to work on their posters.	Posters will include pictures and facts about the storm. Each poster will also include ways to stay safe in the storm.	Posters will be graded using a rubric by the teacher.

State Standards:

Interrelationships in Earth/Space Systems

2.6 The student will investigate and understand basic types, changes, and patterns of weather. Key concepts include

a) Identification of common storms and other weather phenomena;

b) The uses and importance of measuring, recording, and interpreting weather data; and

c) The uses and importance of tracking weather data over time.

UNIT Form for Integration of 2 subject areas

Subject: Math

Grade: 2nd

Topic: Temperature and Measure and Record Weather. Students will identify the temperature on a thermometer and learn how to read it correctly to the nearest 10°. Students will learn the difference between Fahrenheit and Celsius in a thermometer. Students will learn how to identify patterns in weather by looking at weather reports and forecasts. Students will learn how to use graphs to display information. Students will create their own graphs using weather data.

Day	Objective	Teacher Instructs	Guided Practice	Independent Practice	Evaluation
1	Students will identify the temperature to the nearest 10° using a thermometer.	Teacher will read What is a Thermometer? By Lisa Trumbauer. Students will watch a Brain Pop video on temperature. What is temperature? How does the temperature affect us? How can you find out the temperature? What is F°? What is C°? Which one do we use to measure temperature?	Students will perform experiments to observe how thermometers work. Students will be given thermometers that can be labeled and colored to display the correct current temperature.	Students will be given pictures of thermometers and they have to color the thermometer to display the correct temperature.	Students will be given pictures of thermometers and they will have to record what temperature is displayed on the thermometer.
2	Students will identify the high and low temperature on a weather report.	Students will view the Weather Channel (www.weather.com) on the Smart Board. Students will observe the weather forecast for seven days. Teacher will point out where the high and low temperatures may be found on the weather report. Teacher and students will use the interactive thermometer from the website Internet 4 Classrooms using the Smart Board.	Students will be grouped up and put 7 different temperatures in the high temperature column. They will then put 7 different temperatures in the low column. Each pair must have the correct high and low temperature.	Students will be given seven days’ worth of high and low temperatures. Students will highlight the high temperatures with a red highlighter, and the low temperatures with a blue highlighter.	Students will be given a 7 day weather report and students must identify the high temperature as high and the low temperature as low.
3	Students will identify the pattern of weather found in a month of weather data.	Patterns can be seen in all aspects of nature. Weather is another place you can see patterns. What does a weather pattern look like? What does a weather pattern tell us? Students will observe the Weather Channel website using the Smart Board.	Students will be given two weeks’ worth of weather data. They will then color the sunny days yellow, the rainy days blue, and the cloudy days gray.	Students will take the colored pattern they found from the weather data and graph it on a chart. Students will identify which type of weather we had the most.	Students will look at a graph of weather data and patterns and answer 10 questions about the graph. Students will pass if they answer 7/10 questions correct.
4	Students will take weather data from the beginning of the school year and graph the weather.	Teacher will review graphs with students. Students will watch a Brain Pop video on Graphs.	Students will get into groups of 3 to create their large poster graph.	Students will continue to work on their weather graphs.	Students will create a weather graph on a poster. Posters will be graded using a rubric.
5	Students will take weather data from the beginning of the school year and graph the weather.	Teacher will answer any questions students may have while creating their weather graphs.	Students will get into groups of 3 to create their large poster graph.	Students will continue to work on their weather graphs.	Students will create a weather graph on a poster. Posters will be graded using a rubric.

State Standards:

Focus: Measurement

2.14 The student will read the temperature on a Celsius and/or Fahrenheit thermometer to the nearest 10 degrees.

Focus: Probability and Statistics

2.17 The student will use data from experiments to construct picture graphs, pictographs, and bar graphs.

2.19 The student will analyze data displayed in picture graphs, pictographs, and bar graphs.

Focus: Patterning and Numerical Sentences

2.20 The student will identify, create, and extend a wide variety of patterns.

Images of some of the Printables I will be using in this unit:

Worksheet used to teach the water cycle. Students will label. Students will make their own wheel. Students will find the temperature.

Picture of Water Cycle used during Instruction. Pictures of types of Clouds used during instruction.

These are links to different worksheets that will be used in this unit:

Precipitation Map: http://teacher.scholastic.com/lessonrepro/lessonplans/profbooks/precipmap.pdf

Types of Clouds: http://www.superteacherworksheets.com/weather/cloud-types-article_WMWFQ.pdf

Billy, Maria, and the Thunderstorm: http://www.nssl.noaa.gov/education/students/bm/bm02.pdf

Owlie Skywarn’s Weather Book: http://www.nws.noaa.gov/om/brochures/OwlieSkywarnBrochure.pdf

Printable of Thermometers: http://www.softschools.com/measurement/temperature/worksheets/thermometer.jsp

Interactive Thermometer: http://www.internet4classrooms.com

Pictures of Thermometers: http://www.internet4classrooms.com

Pictures of some other worksheets being used:

Accommodations

Accommodation 1: Seating Chart

Smart Board

Teacher’s

Desk

D

O

O

R

White Board

Robert

ADHD

Casey

Carlos

ESL

Katie

Wears Glasses

Maria

ESL

Michael

LD?

Georgia

Dyslexic

Lisa

Jacob

Samantha

LD?

Kyle

Emily

Maxim

Brody

Sarah

Amy

Elijah

Zeke

Talon

Nicole

John

B

O

O

K

S

H

E

L

F

Small Group Table

C

U

B

B

I

E

S

C

O

M

P

U

T

E

R

S

Rationale for Accommodation 1:

I created a seating chart where the students sit in desks in groups of 3. This seating chart works as an accommodation for many of the students in my class. I sat Katie in the front row because she is visually impaired and wears glasses. Sitting close to the Smart Board and White Board will help her to see information better. Both Carlos and Maria are sitting in the front groups because they are both ESL students and when I am teaching at the front of the room, I will speak slow, and clear to help them understand the English I am speaking. I sat Robert in a front desk closest to my desk because he is a student with ADHD and sitting in the front row will help diminish the amount of distractions that could cause him to lose his focus. Additionally, close proximity to me as the teacher should help encourage Robert to use as much self-control as he can to follow class rules and pay attention. Georgia is also in one of the front desks. Georgia is a girl with Dyslexia. Georgia was put in the front row because often I will point to the words on the Smart/White boards as I read them. When I point to them, I start with the first letter and slide my hand from left to right so that Georgia can follow along and know the correct direction to read. The reasons the desks are in groups of 3 are due to the many assignments where students work together as groups. Additionally, the odd number of 21 students lends itself to being divided into seven groups of 3. I also made the groups mixed ability groups. Each group has a student that is either at grade level or above grade level along with a student who may struggle in a subject or is below grade level. By placing students in mixed ability groups, it will help those students who are struggling to have additional help through peer tutoring. The more advanced students will benefit because research shows that when you teach a topic it becomes much clearer and understood by the one teaching.

Accommodation 2: Rewritten Text

Rewritten text helps students who are on different reading levels. Rewritten texts allow all students to still read about the topic we are learning, but at their own reading level.

Original Text: Reading Level 3

The Water Cycle:

The heat from the sun evaporates tons of water each day from oceans, lakes, and ponds. Plants also give off water into the air. As the warm, moist air rises, it begins to cool. Cooling of warm, moist air causes clouds to form. When these clouds meet colder air, rain or some other form of precipitation falls to the earth, where evaporation begins all over again. Precipitation is water falling as rain, snow, sleet, or hail. The earth and the air are always exchanging water with each other. The ocean never gets too full, and it never dries up, because the water cycle works perfectly. Wouldn’t you say that this, just like the rest of creation, shows a perfect design? (Moore, 1996 P.154).

Cited Text Reference: Moore, Judy H. Exploring God’s World (1996). The Water Cycle. Pensacola, FL: Pensacola Christian College.

Rewritten Text: Reading Level 1.5

The Water Cycle:

The water on the earth moves in a big circle called the water cycle. The sun heats up the whole earth and makes the water in oceans, lakes, and ponds turn into a vapor or steam, this is called evaporation. Water on plants also heat up and go into the sky. As this water vapor or steam goes into the sky, it starts to get cold. The cooling off of the warm vapor is what makes clouds form. When the clouds meet even colder air in the sky, some type of precipitation falls down to the earth. Then the evaporation starts all over again. The precipitation is actually water falling down to the earth from the sky. The water is rain, snow, sleet, or hail. The water is always moving in this circle from the earth to the sky back down to the earth again. This is called the water cycle. Because of the water cycle, oceans never get too full or never dry up. The whole water cycle works perfectly like God created all things to work.

Accommodation 3:

Georgia is a student with Dyslexia. She has other accommodations in the class. One of the accommodations is the use of graphic organizers when learning new information. Graphic organizers can help students with Dyslexia to organize the new information properly. I will help Georgia to learn how to use Venn Diagrams when we are learning new information or comparing information. I will also have printouts for Georgia to use when using the Know, Want to Know, and Learned (KWL) format with the students. Here are some graphic organizer examples below:

Accommodation 4:

Carlos and Maria go to the ESL resource teacher to work on learning English as a language. They do, however, have some special accommodations in class as well. First, they have an English/Spanish dictionary in their desks so that any word they do not understand they can look it up. This is usually utilized during individual practice time. Second, whenever there is any new vocabulary for any subject, I give Carlos and Maria the new vocabulary words in both English and Spanish. This helps them to learn their new words quickly because they can see it written in their Native language of Spanish; however, they also can quickly learn the English word for the vocabulary word because they are seeing it immediately for the first time together. The following vocabulary words were given to them in this Unit on Weather:

Spanish: English:

Tiempo Weather

Ciclo del Agua Water Cycle

Tormentas Thunderstorms

Tormentas Severas Severe Storms

Ventisca Blizzard

Granizo Hail

Rela´mpago Lightning

Accommodation 5:

Michael, Samantha, and Jacob are below reading grade level. They go to the Reading Lab during Extensions where they learn how to read and helpful strategies to decode new words. However, there are a few accommodations in class for them as well. The first accommodation is in our classroom library. The classroom library offers books at different reading grade levels and they can each select a book during independent reading time from their own reading level. The second accommodation is the use of Trade Books in class. Trade books are books where students can learn about the same subject as the whole class, but it is at their reading level. These books are also called high-low books for high-interest, low-reading level (Ackerman, 2012. P.29). For example, each student can receive a book on Tornados with all the same facts, but some of the books will be written at 2nd grade level while others are at First or Kindergarten reading level. The third accommodation for these three students is the use of highlighters. Highlighters work great with students who are struggling to read. These students use a highlighter when they are reading something and they come across a word they do not know. If they can’t decode the word they highlight it and ask me or the Reading Specialist for help with the new word.

Reference: Ackerman, Beth. G.U.I.D.E. Differentiated Instruction for Christian Educators (2012). Lynchburg, VA: Liberty University Press.

Accommodation 6:

Michael and Samantha are also below level in Math. They are both currently being tested to see if they have any Learning Disabilities. They both display a few signs for a Learning Disability. Both Michael and Samantha struggle to write their homework assignments down each day and often do not turn in assignments. This affects their ability to practice new skills learned which further puts them behind. Therefore, their accommodation is to have an assignment book that they bring to class every day and take back home. In the assignment book, I staple the homework assignment(s) to the page and I write any notes or instructions for them or their parents. I then initial the current day and ask their parents to sign their assignment book when they read it. This is an accommodation that ensures the Parents know what is going on in class on a daily basis. This also helps keep the parents involved as a partner in their child’s education. Additionally, any comments or questions that I may have or that the parents may have can be communicated back and forth on a daily basis.

Accommodation 7:

An additional accommodation is given for Michael and Samantha due to their below level Math skills. Michael and Samantha both have a set of addition and subtraction flash cards in their desks. Whenever there is independent practice time or extra time they will take their flashcards out and work quietly with them drilling and learning their facts. Additionally, they are tested on speed drill math facts orally. I will hold up flashcards for each of them and they will verbally tell me the correct answer. They seem to be able to complete more facts quicker when tested orally as opposed to written speed facts tests.

Accommodation 8:

There will be a few established accommodations in class for Robert who has ADHD. I will offer opportunities (at least one every hour) for Robert to get up out of his seat and perform a task or run an errand for me. Students with ADHD benefit greatly when they have the opportunity to get up and do something positive. This helps them to have an outlet for their extra energy and to have an opportunity for positive reinforcement. Robert sometimes has difficulty controlling his impulses which result in him breaking a rule in class. I have a classroom management plan established using a color system, however, Robert needs a little more help and incentive to control his impulses. I have created two charts for Robert to help offer incentives for him to have self-control. The first chart is something that is sent home every day for his parents to view. If Robert stays on green (for good behavior) for the day, he gets a smile face in the box for the day. If Robert had a color change for inappropriate behavior or not following the class rules, Robert gets a color change and that is indicated on his report that goes home. I color the box the same color of his color change and write in why he received a color change. At the end of the week, if Robert has more smile faces then color changes he gets to pick a prize out of the treasure box. The second chart is for individual days where Robert may be having difficulty controlling his impulses. I will document on the chart what he does, the time, and his reaction to the consequences. This will be sent home for his parents to sign and add any comments or suggestions they may have and then returned to school the next day.

First Chart:

MONDAY	TUESDAY	WEDNESDAY	THURSDAY	FRIDAY
	Talking with his neighbor when he is supposed to be quiet.	After being told to sit in his seat, Robert continued to walk around and took another class mate’s pencil.

This chart shows that Robert had two difficult days, but overall had three good days. He would be allowed to pick from the treasure box on Friday afternoon.

Second Chart:

Date	Time	Robert’s Behavior	Consequence	Robert’s Reaction
12/12/12	10:00 am	Robert got out of his seat and wandered around.	I reminded Robert of the rule to stay in his seat and told him to return to his desk.	Robert ignored me.
12/12/12	10:03 am	Robert continued to walk around and took another student’s pencil from her.	I walked over to Robert told him that was not nice to take someone else’s pencil or ignore me. I then told him he needed to get into his seat and reminded him of the rewards for good behavior and the consequences for bad behavior.	Robert listened to me this time; he apologized and returned to his seat. I then told Robert “good job for controlling his behavior and choosing to do the right thing.”

This chart would then be sent home to Robert’s parents and they would sign it and return it to school. The resource specialist would also view this chart so she knows what to work on with Robert at their next meeting time.

Accommodation 9:

Georgia has Dyslexia. There are other accommodations given to help her in class. This is an additional accommodation that will help Georgia with her Dyslexia. It is helpful for those with Dyslexia to use pictures as much as possible to help them understand what is being taught. Therefore, I will provide pictures for each new topic being learned. For example, when students are learning about the water cycle, I will provide a picture for Georgia that she can use at her desk during instruction. A picture of the water cycle is below:

Accommodation 10:

Maria is one of the ESL students in the class. She is learning English but still struggles with it on a daily basis. Because of her lack of English vocabulary she is often shy and does not wish to participate in whole class discussions. I know that soon her vocabulary will be there, but I don’t want her to have a habit of not participating. Therefore, I have an accommodation established that is twofold. First, I have a special journal where Maria can write down all the new English words that she learns each day. She can draw a small, quick picture beside each word to help her remember what it means. She could also write the Spanish word next to it. Keeping this journal will first help her to learn and remember the new words she is learning because when you write something down it helps you to learn it that much more. Additionally, having this journal will allow Maria to see how much she is learning in the English language to give her the confidence she is lacking to speak up and participate. The second part of the accommodation is incentive for Maria to speak up during whole group discussion/instruction. I have special printed small stars that I give to Maria each time she participates. After she earns so many stars, I let her turn in her stars for a special prize out of a treasure box. Then she starts all over again with earning her stars. I believe this incentive will be just what she needs to help Maria participate in class.

Adaptive/Assistive Technology

The computers in the classroom are equipped with Screen Reader Software that enables the computer to read aloud what is on the page. Students will where headphones to listen to the computer read to them during tests or reading assignments. This software is used in my class especially by Georgia who is a student with Dyslexia. She often uses this software during summative assessments such as quizzes, or tests. The software helps her because she is a smart girl who knows the answers to questions; however the Dyslexia causes her to not be able to read well. Having the computer read to her enables her to select the correct answer without the struggle caused by her Dyslexia. Additionally, I use this software for students who may be below grade reading level. This will help Michael, Samantha, and Jacob to all take reading comprehension tests and other tests. For example, it is difficult to determine if a student can comprehend information if they cannot yet read that information. This software enables us to check comprehension despite their current reading level. The screen reader may be Aspire Reader 4.0 (http://www.axistive.com/aspirereader-4-0.html) or Write: Outloud 6 (http://www.donjohnston.com/products/write_outloud/index.html).

Communicating With Others:

I will frequently and at least once a week communicate with the parents of my students with special needs/accommodations. I will let them know how their student progressed for the week and ask for their feedback of any questions, concerns, or suggestions they may have. I will also meet with the Principal, teachers, and other specialist at IEP meetings regularly for my students. We will discuss how each student is performing and adjust, add, or take away anything we need to that would be best for the student to help them succeed. I will also continue to research ways that I may continue to help all my students succeed and learn any new techniques that pertain to the students in my current class.

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