C. DeeDee Bennamon TASK 2 Task 2 Contextual Information A.

The classroom in which I work with my cooperating teacher is located in F-132 at Greenwood High School. In this class I work with my cooperating teacher to teach and provide instructional content that covers 9th grade World History. Coach Addis' and I teach five 9th grade World History classes every day that all accumulate to a grand total of 158 students. In my experience we have covered subject areas regarding Absolute Monarchy, the Renaissance and Reformation, and the French Revolution. All of these topics provide students with the opportunity to practice taking notes, viewing and hearing extensive lectures from PowerPoints, reading extensive documents and analyzing them, and engaging in class discussions and role play. The first four classes are College Prep, while the last class is an Honors class. In the first four classes, there are at least three or four students that are ESOL learners, who speak, read, and can understand very little English. The first four classes also contain 4 students each that regarded under IEP 504. For ESOL and students with IEP's, Greenwood High School provides these students with a resource period and instructor that offers them supplementary help during tests, quizzes, or projects. B. In each of the Coach Addis' 9th grade World History courses there are no students that have any specific physical factors that impact instruction in the classroom. All four of the college prep classes have several students that are ESOL or directed under IEP 504. These students impact instruction because as a teacher, one must keep in mind that during instructional planning these students need to be accommodated with either English to Spanish dictionaries, sent to their resource teachers, have the material read aloud for them, or any extra help needed that grants them a fair and equal chance of being educated like the rest. Some of the ESOL students that speak or understand very little English are not as social and do not engage or participate in class activities, so as a teacher it is important to welcome and value all cultures and make everyone feel respected and appreciated. There are also a few students in some of the classes that have either asthma or are allergic to certain things, but as a teacher having those issues documented makes it easier to keep in mind and know how to plan instructional lessons. C. Some factors related to school and the surrounding community that may impact the teaching and learning that occurs is the amount of students at Greenwood High School and in most of the classes I teach that come from impoverish families. Many of these students that make up the classroom setting are raised in poor households, often lack guidance, and relationships. In class these students tend to do poorly on assignments, test, and projects, behave poorly in class, rarely attend class, give up easily, and are easy to become frustrated. If not corrected and helped, this behavior can negatively impact the classroom environment and hinder the learning of other students.

Step 1: Planning the Assessment - 2.1.1: Selecting a Single Assessment A. Standards are guideposts for schools. It is important for teachers to use standards as a tool to focus on what students are expected to learn. Standards provide teachers with a goal to shoot for and offer a guideline of what students should be learning and tested on and what teachers should be teaching. In reference to the assessment I created, it is aligned with the South Carolina State Standard GS-3.2 that explains the long-term effects of political changes that occurred in Europe during the sixteenth, seventeenth, and eighteenth centuries, including the emergence of a strong monarchial form of government and the changes in the governments of England and France as they compare with one another. This test assesses students on learning goals that asks questions regarding the development of absolute and constitutional monarchies in Europe from 1500 until 1800. B. As a teacher, I formulate all my chapter assessments so that I will be able to gather and document information about the achievement, skills, abilities, and personality variables of all learners in the class. When formulating this Chapter 21 assessment I made sure to include a fair amount of questions from each of the five sections we covered regarding Absolute Monarchs in Europe, 1500-1800. Before I began full time teaching, I created a Student Survey in which they answered questions about themselves that helped me as an educator understand their likes, dislikes, strengths, and weaknesses when it came to their hobbies, foods, school, test, their learning styles, and more. From that survey I was able to understand that all five of these 9th Grade World History classes tested better on assessments with questions in the form of multiple choices, short answer, true or false, or matching that covered the content material. Keeping that in mind, when I created this 25 question chapter test, I created five sections of the test with a fair amount of questions from each of the five sections we studied in this chapter. With 25 questions, each question was four points apiece. When creating the short answer questions, I made sure that there was only one right answer for the question. This assessment covered the entire chapter of Absolute Monarchs in Europe, 1500-1800, with section 1 on the test containing five multiple choice questions covering content regarding Spain's empire and European absolutism. Section 2 on the assessment contained five short answer questions on the reign of Louis XIV. Section 3 of the test contained five matching questions covering section three of the chapter on central European monarchs clashing. The assessment provided six true or false questions in section four covering content related to absolute rulers of Russia. Lastly, section five on the test assessed students by presenting four multiple choice questions on Parliament and how they limited the English monarchy. This assessment was recorded as a test grade that was 30% of their grade. C. As an educator, I use scoring rubrics as descriptive scoring schemes to guide the analysis of the products or processes of students' efforts. When creating an assessment I use numerical scoring rubrics that breaks down each section of the assessment, how many questions it has, the type of questions it asks, how many points apiece they are, the total amount they can receive, how many they scored correctly and the number of points they obtained from that section, comments from the teacher that explains appraisals or ways the student can improve, and signatures from the teacher and one from the parent that shows they have seen and understand their child's competencies or deficiencies of this test. This scoring rubric gives students indication of what section that did best on, needs improvement in, types of questions that they are answer best more efficiently, and comments as to what they can do to receive

supplementary help to reinforce their knowledge of this content and future content assessments later on. After every test students will be given a copy of this scoring rubric for them to view and get their parents signature to ensure that they have communicated their performances on the chapter test. Students and their families are able to view any specific problem areas or needs from the chapter content and learn more about their competencies or deficiencies of specific content or types of questions from their assessment. As a teacher this scoring rubric guide helps provide me with individual performance in relation to others, evaluate individual performance in relation to the standards or goals, provide effective feedback on the effectiveness of instruction, and predict individual aptitudes or future capabilities. D. Each chapter assessment that students take, their performance will be documented on a scoring guide them and their families receive. The scoring guide provides evidence of student learning because it presents numerical data for each section of the test in alignment with each section of the chapter. Each section of the test contains questions from each section of the chapter in the form of either multiple-choice, short answer, matching, or true or false questions. I will collect this data by recording the number of questions students got right from each section and multiplying it by the number their worth to get the total points they received on this assessment out of 100 points. From that data, the scoring guide is able to break each section down providing teachers, students, and their familys information of student performance regarding the number of questions and points they got right and received from that particular section out of the total possible points, insight into what types of questions they are able to answer more effectively, competencies or deficiencies of any particular section of the chapter content, out of the total possible points was their level of knowledge after this test Mastered, Basic, Developing, or No Knowledge obtained, and any comments on any praises or improvements of the student. 2.1.2: Preparing Learners for the Assessment A. History is an incredible subject that allows teachers to differentiate instruction in multiple ways to help reach students with different learning abilities and interest. In efforts to accommodate all students because they work at different levels of ability or with different interests while working with the same information or content, especially on tests, I try to use instructional strategies that fit all needs of the classroom on tests. As a teacher, I implement instructional strategies like matching, true or false, short answer, and multiple-choice questions as part of assessments to reinforce and achieve learning objectives. I use matching questions on tests because they are good or comparing related ideas. Matching questions help reinforce or strengthen student's knowledge of the content and help their skills with integrating information, comparing ideas, concepts, and theories, and demonstrating their understanding of assessing the association between varieties of items. True or false questions provide students the opportunity help strengthen their ability to answer content related questions quickly, and measure their ability to identify whether statements of facts, principles, generalizations, relationships, or evaluative statements are true. Implementing multiple choice questions on test are versatile and increase instructional strategies in ways assess various levels of learning strategies from basic recall to application, analysis, and evaluation. Multiple-choice questions are less susceptible to guessing than true/false questions and require students to think. Short answer questions are great questions that reinforce instructional

strategies that help students with critically thinking, ability to integrate ideas and synthesize information, writing skills, grammar and spelling, and provides a more realistic and generalizable task for tests. B. After selecting learning objectives and assessments for the chapter, I always think about various instructional activities and groupings to prepare students for assessments. I try to implement activities that will engage students with the material and enable them to meet the objectives. Some activities I use to create learning environments that are positive and effective are lectures, writing and note-taking, discussions, independent student projects, interactive reenacting that all serve to reinforce the knowledge of the content for students and enable them to demonstrate their understanding by answering the questions effectively on the tests. I use lectures to transmit information which enhances reading, promote understanding with the incorporation of visual representations, create a easy way for me to respond to student misconceptions or difficulties, and motivate and increase skills in reading and note-taking. Notetaking and writing on each section helps students prepare for the assessment because it helps students learn to write and spell the content area words efficiently, develop systematic relationships amongst ideas, critically think and practice responding to feedback and revising. Having discussions about the roles, ideas, and efforts of Absolute Monarchs in Europe helps students in preparation for the chapter test with thinking and communicating about the subject, evaluating positions, defending their own position or argument, identify problems, and draw on their and other students' expertise and knowledge. Students were given an independent student project that asks them to research a particular absolute monarch in efforts to help reinforce content knowledge in preparation for the test. By completing this, students were able to explore these monarchs in depth and work alone. All these activities implemented in each lesson help students prepare for the assessment. C. When administering this chapter test, there were some resources and materials needed for this assessment. Technology was not used to perform this test, but it was used widely for students to prepare for this assessment. Some materials used to administer this test were pencils and printed copies of the test for students to view the questions and submit their answers on. With any test that is administered in this class, there are sources or supplies that students can use for support or help. ESOL or any student under IEP 504's were able to take their test with their resource teachers who are specialized educators that focus on helping children with educational learning difficulties in reading or writing skills. 2.1.3: The Two Focus Students A. In today's society education offers all people, regardless of their cultures, or special circumstances, to a free, quality education so that they can become more productive and contributive citizens in our society. The needs of all students must be met, so as a teacher one must gain an understanding of all children's unique academic, emotional, and cultural differences so that you can help them on their academics. There are two focus students that have different learning needs for whom I have to modify the assessment for. When I make accommodations in testing for these two students, there are some aspects of the testing condition that is altered so that these students can more fully show what he or she knows or can do. I chose Focus Student 1 because they are an ESL student with English being their second language. Not only can this

student not speak or read English very well, as a result this student has problems making friends, an inability to express their ideas or communicate, and become motivated or engaged during educational instructions. Focus Student 2 was chosen because this student has dyslexia, a learning disability that makes it difficult for them to have strong reading, writing, and comprehension skills. This student is under the 504 Plan that is developed for students like this to ensure they are attending an educational institution and receiving accommodations that will ensure their academic success and access to the learning environment. In addition, this student has poor attendance and lack of motivation and confidence to do any work that is not supervised or help is not given. B. Based on the specific learning needs of Focus Student 1 and 2, I always use differentiation when creating lessons, assignments, or tests. Differentiation is a philosophy that enables me to plan strategically in order to reach the needs of diverse learners in the classrooms. Focus Student 1 is an ESOL student that has some knowledge of English. Focus Student 1 and 2 are capable of making good grades on tests when modifications on the test are implemented. For Focus Student 1, the assessment is modified in a way for them that consists of increasing the allowable length of time to complete the assessment, presenting instructions orally, changing the location of their test to the room their resource teachers are in so they can give them individual help on their test, and having all of the notes that was recorded for this chapter printed out for this student so they are able to use on their chapter test while receiving help from their resource teacher. Focus Student 2 has their assessments modified for them in ways which includes presenting instructions orally, assistance and guidance from their resource teachers, providing a space with minimal distractions, extended allotted time for the test, and having important testable content information they are responsible for taking highlighted for them in the notes they took in preparation for the test. By using differentiated instruction, I am able to shake up what goes on in the classroom so that both of these students have multiple options for taking in information, making sense of ides, and the ability to demonstrate and express what they have learned. Step 2: Administering the Assessment and Analyzing the Data - 2.2.1: Analysis of the Assessment Data and Student Learning for the Whole Class A. My numerical scoring rubric was a breakdown of each respective section of the chapter and test. The learning goals that was set for this chapter consisted of students using a variety of intellectual skills to demonstrate their understanding of major ideas, developments, and turning points in Europe during the reign of Absolute Monarchs from 1300-1800 to develop a sweep of history from a variety of perspectives. For each section of Chapter 21 "Absolute Monarchs in Europe", there was a section for it on the chapter assessment. The five sections of Chapter 21 and on the assessment had learning goals that required students to learn and be able to demonstrate their understanding on the test regarding the reign of Phillip II of Spain during a time of religious and economic instability, the reign of the powerful French ruler Louis XIV, the period of turmoil where absolute monarchs ruled Austria and the German state of Prussia, Peter the Great and his reforms to westernize Russia, and how absolute monarchs in England were overthrown and Parliament gained power. The scoring guide gave students a visual representation of their performance. Asking questions regarding the major points of each section of the chapter, the scoring guide gives students the opportunity to see how many questions and points possible each section offered and what they had answered efficiently and points they

gained. Learners are able to view which section they mastered best and their performance as a whole for the entire assessment. By totaling the number of points as a whole, the scoring guide gives students a clear representation of whether or not they met the respected learning goals and level of mastery by the answers they selected or wrote for each question from each section of the chapter in correspondence to the test. B. Artifact 3 is a graphical representation of Chapter 21 Pre and Post Assessment results for each student in the class. These graphical representations are viable methods to assess the extent to which educational interventions have had an impact on student learning. The pre-test results are a visual representation of some identifiable starting level of knowledge or understanding of each section of Chapter 21. The graphical representation shown in Table 1 displays the number of questions each student in the class got right in each section of the test that corresponds to each section of the chapter, and at the end it gives the total amount of points they received out of 100. In reference to the data collected from the pre-assessment, all of the students did not make over a 40% on the pre-assessment which symbolizes that majority of them had little or no knowledge regarding Absolute Monarchs in Europe, 1300-1800. The learning goals for this specific chapter was for students to take notes from extensive PowerPoint of each section of the chapter, complete section review handouts, quizzes, and complete an individual student project that all cover content regarding the reign of Phillip II of Spain, French ruler Louis XIV, absolute monarchs in Austria and Prussia, Peter the Great and his reforms to westernize Russia, and absolute monarchs in England that were overthrown by Parliament. By working hard towards these learning goals and being attentive and engaging, all students were expected to pass the chapter test with an 80 or above. The post-test results are verification that knowledge and understanding has been augmented by the educational strategies and activities used in preparation for this test. In reference to the post-test, all students proved to have mastered the content by scoring an 80 or above. C. In reference to the Artifact 3, both the Pre and Post Assessment tables represent a measure of the learning received during the class as a result of comparing what the student knew before and after the class experience. These tables offer data that helps me as a teacher target students that require extra help in a specific section or with different types of questions and will identify teaching and learning methods that need to be changed or developed. The data collected from the pre-test was very accurate because it broke down each section of the chapter on the test and assessed students on the amount of pre-existing knowledge on the course topic and inform me about topic that are needed to be covered more in depth to increase the student learning level of the chapter. Table 1 shows a representation of each section of the chapter on the test, the amount of questions offered and the amount the student got right, and the total number of points they obtained are all shown on the chart that indicates their level of knowledge before taking the postassessment of the chapter. In reference to Table 2, the post-assessment data was accurate because it also broke down each section of the chapter on the test, showed how many questions each student got right from each section, the total number of points received out of 100, and the level of mastery of the content. The post-assessment data was effective because it showed the measure of learning as a result of the preparations. D. There were many approaches I took to achieve the learning objectives set forth in preparations for the Chapter 21 test. Students took part in instructional strategies like cooperative learning, independent reading and writing, an independent student project, role play,

PowerPoint presentations and note-taking and completing section review handouts and quizzes. All of these different modes of learning were effective reinforcements because all students were able to master the content and pass the chapter test with over an 80. For example, students worked independently to complete a project on a specific absolute monarch which required them to do research and learn particular monarchs in depth. Students participated in role play as all were given a role in the Old Regime of France's old order and experienced the daily lives of what is was like to live during the financial and economic crisis of revolutionary France. The section review handouts and quizzes were effective because they reinforced the content material and had students respond to questions to promote the active construction of meaning of the chapter's section. For each day that a new section was covered, an extensive PowerPoint presentation would be given to students in which they took extensive notes and were able to highlight or make note of important historical facts from the section. All of these instructional strategies and activities help build and strengthen literacy skills in phonics, fluency, vocabulary, comprehension, and writing. E. Student engagement occurs when students make an investment in their own learning. Students become engaged in analyzing their own assessment results because it helps them understand their progress towards the learning goals. Artifact 3 Table 1 gives students the opportunity to evaluate and see their present knowledge of a chapter before the class covers the material. From this data on the assessment results, students become knowledgeable of the particular content area sections and types of questions they already had pre-existing knowledge in. After the pre-test, students are given their scores of each particular section, as they use this information to understand what sections and types of questions they need to study and learn to answer more effectively when covering the content area information. After all students have completed the post-test, only their scores from Table 2 are given to each of the students which gives them an indication of the level of mastery they have achieved as they have completed educational strategies and activities that has allowed them to master the content in preparations for the test. Students become engaged in these assessment results because they take pride not simply in earning the formal indicator of success, grades, but in understanding the material and take visible delight in accomplishing their work to be successful and do well on the pre-test. 2.2.2: Analysis of the Assessment Data and Student Learning for Each of the Two Focus Students A. It is essential to evaluate whether the educational goals and standards of the lessons are being met by having students complete section quizzes, review handouts, undergo independent reading and writing, role-play, and extensive PowerPoint presentations in which they take notes on. Overall, I learned that both Focus Student 1 and 2 had very little or no prior knowledge regarding any historical context on Absolute Monarchs in Europe from 1300-1800. When student's learning needs are accommodated, a positive and effective learning environment is created. Focus Student 1 is a Spanish speaking student that has below basic level of English comprehension or language and Focus Student 2 is a student that has a learning disability, but there are modifications on assignments, quizzes, and tests that are made for these student to ensure they have an equal opportunity and chance of a fair education. For example, on the pretest Focus Student 1 and 2 did not answer any of the questions on the pre-test correctly. When these students' learning needs are accommodated after they take the pre-test and become aware

of their weaknesses and existing level of knowledge regarding the content, they work with their accommodations and resources to gain knowledge of the content and end up doing particularly extremely well and mastering the content on post-assessments. Focus Student 1 mastered the content but received the least amount of points from section 2 which required short answers. As a teacher this shows me that this student might not know this particular section as well as the others or their below basic level of English comprehension took part in it, but overall this student went from a 0 on the pre-assessment to an 88 on the post-assessment. Focus Student 2 mastered the content as well after taking the post-assessment, going from a 0 to a 96 on the post-test. B. When I chose Focus Student 1 and 2 I quickly became aware that these students did not have identical abilities, experiences, needs, learning styles, language proficiency, and background knowledge. In efforts to help these students succeed and master the same concepts, principles, and skills on tests, there were modifications that impacted their learning. With the one on one help from their resource officers who read the questions aloud, the extra time given to complete the assignment, Focus Student 1 and 2 were able to concentrate on their assessments and use these accommodations to impact their learning. In efforts to accommodate Focus Student 1, this student was given printed notes ahead of time from the PowerPoint in preparation for the assessment, so when the notes were presented they could focus on listening. Focus Student 1 was also given a bilingual dictionary. In reference to the Artifact 3, Focus Student 1 improved a great amount on the post-assessment with the implementation of the modifications from when they were given the pre-assessment to complete on their own. Focus Student 1 went from a 0 on the pre-assessment and having no pre-existing knowledge of the content to mastering the content and scoring an 88 on the post-assessment with the modifications that was modified for them. Focus Student 2, not only is assisted while they take their test and given extra time, but they are placed in an area with minimal distractions, and the notes that they obtain from the PowerPoint lessons has highlighted important testable content information. The modifications for this student were effective because this student went from having no pre-existing knowledge and scoring a 0 on the pre-assessment with the implementation of the modifications for the assessment. C. When creating lessons, I try to implement meaningful and relevant assignments and involve students in real world scenarios that have purpose. For this chapter, I created an extensive PowerPoint presentation for each section that required students to take relevant notes, section review handouts that asked students important questions they were to answer from the section to reinforce their knowledge, a quiz for each section, role-play activity that required students to reenact the roles of absolute monarchs during their reign, and an independent student project that required students to research a particular absolute monarch of Europe in depth. All of these instructional strategies that were implemented in these lessons helped students in recalling the information, content vocabulary, reciting and writing the information, acting out the content, applying the content information, and reading skills. One instructional strategy that was most effective was the chapter section review quizzes. After each section, students were quizzed on it that reinforced their process of learning for this particular content. These quizzes allow students a chance to see where they stand with the particular section. For example, Artifact 4 is a section review quiz of sections 3 and 4. Focus Student 1 did extremely well on the section review quizzes and were given the same exact modifications as if they were taking a test. These quizzes assess the effectiveness of instructional strategies like the PowerPoints, role-play, or class

discussions and assess students academic progress at the particular point of the chapter in preparations for the chapter test. Artifact 5 is an example of Focus Student 2's section 3 and 4 quiz and how the instructional strategies and modifications used in preparation for the chapter test were effective and the student understood the content and able to apply the content to various sections. These quizzes were a source of motivation for these two particular students, showing them that with the implemented modifications, that learning was possible for them and they were becoming knowledgeable about a particular historical era they once had no pre-existing knowledge of. D. At the end of both the pre-test and post-test students are given a copy of their assessment results. After students are given their pre-test results, they are able to understand their preexisting level knowledge of the content and understand the amount of work and effort they need to put forth in to master the content. After students take the post-assessment they are given the results to see their level of improvement from the pre-test and the areas or sections in which they mastered the best. For Focus Student's 1 and 2, after they are given their pre-test results back, they are responsible for meeting with either me or their resource teacher to go over the section and pre-existing level of knowledge they currently have before the content is presented to them. Both of these students are able to view the amount of questions they got right from each section and what particular section they need to focus more on. These students are motivated to work hard and become held responsible to use the resources and modifications they can set for them to ensure they improve and master the content. After these students have received their postassessment results, they once again are held responsible to meet with either me or their resource teacher to discuss their achievements, improvements, and level of mastery of the content. These students are also held responsible to get the pre and post assessment results signed by their parents. Step 3: Reflecting - 2.3.1: Reflecting on the Assessment for the Whole Class A. Data analysis can be worth a thousand words and it provides a snapshot of what students know and what can be done to meet their academic needs. With the assessment results from the pre and post-test, I am able to make informed decisions about instructional strategies that positively affect student outcomes. From the pre-assessment data results I am able to see what areas or sections of the chapter I need to focus more in. From the post-assessment results I am able to understand how effective the instructional strategies and activities impacted the whole class achievement. B. Testing accommodations are changes in the standard administration of a test including test procedures or formats that enable students with specific needs an equal opportunity to complete the test. For future use, some modifications to the assessment I would make would be to have the directions presented on the test for the whole class, read the directions of the entire test to all students, and reduce the amount of long questions or answers provided on or needed for the test. Also, as a way to have students critically think, I might seek to implement very small passages that require students to read, understand, apply, and write to content related material. C. Honestly, with the variety of different methods and instructional strategies used to teach and reinforce the knowledge of this content in preparation for the chapter test, I would not change or

add any additional activities. The only modification I would make is adding short passages to quizzes and have students read those and answer short answer questions that require them to think and apply other sections to provide an answer for the question. With these types of questions implemented not only on quizzes, but independent reading and writing or tests, students should be able to strengthen their reading, writing, comprehension, application, analyzing, and evaluation skills. D. Some ways an assessment different from this one can allow students to further demonstrate their achievement of the learning goals are implementing aids or assistive technology devices on the tests. These assistive aids could be implementing audio tapes regarding content material and having students and listen and answer questions from the audio or having test passages with multiple-choice questions read aloud by a recording or the teacher for students to answer. 2.3.2: Reflecting on the Assessment for Each of the Two Focus Students A. The data analysis acquired from Artifact 3 of Focus Student's 1 and 2 connects me to these students and their learning, push me to high levels of reflection of my practice, and spur me to engage in dialogue in motivating them to master content material. The pre-assessment data guides my instruction for these students because it shows me the level of pre-existing knowledge of these two students of the content before it is presented to them and what types of questions I need to work on with them in answering and applying answers to the content related questions presented on the post-test. These results also help me understand how hard I need to push and motivate these students in improve their level of mastery and effort they need to put in so they can master the content. Based on these pre-assessment results they show me what I need to do to move the student to proficiency. The post-assessment results enable me to see how effective the instructional strategies and activities used to teach and prepare students for the chapter test were. This data also helps me understand where my students are in relationship to the content standard indicators that were responsible for teaching so I can make informed decisions about what I need to do the same or differently next chapter. B. A couple modifications I would make to the assessment for both Focus Student 1 and Focus Student 2 is implementing a short passage to their test that requires them to read, locate content area answers, and writing the answers to the question. This implementation of short passages helps increase their thinking, reading, and writing skills. One other modification to their test I plan to make is having them work on trying to complete the test first with their highlighted notes or dictionaries in their non-distracted setting by themselves and when they are done going through all the questions, have either me or their resource instructors answer any questions, misunderstandings, or give them assistance on a question they are having trouble with. This modification helps them try to work independently and by themselves for a while and then with assistance after they have answered the questions they were able to do. C. Some modifications I would make in the learning activities are having these students try working on the assignments before just automatically being assisted on the activity. I have come to learn that these students actually try to complete the assignment and are eager to demonstrate their understanding of the content on their own without their resource teacher, like the rest of the class. Another modification I plan to implement is having these two Focus Students partner up

with their peers to assist them on activities. I also want to try and implement a tape recorder of the lesson for these two students that enable them to be able to recite and recall the content area information anytime they need during instructional time. From this tape recording, students are able to her the content aloud and it helps them build fluency skills including proper phrasing and expression. It also helps students improve sight word recognition, helps build comprehension, and it allows them to hear the tone and pace of a skillful reader.