Example 1

Consider students prior knowledge, key skills, developmental levels, and other special
educational needs. (TPE 8)
The students have been working on the Unit “Taking a Stand” where they are learning about
heroes from across the United States and around the world. Students were paired up and
given a hero to research and learn why exactly they are considered heroes and what
courageous actions they took. Thus, students have been learning about what “taking a
stand” really means and the sacrifices their heroes had to make to stand up for what is right
and wrong. As a part of their research, students were expected to give an oral presentation
and to help them with their speeches, they were given outlines that they would fill-in with
information that they would need to present. Therefore, through this process they were
developing their critical thinking and writing skills that would be appropriate for my learning
segment.
(REQUIRED) 2b. Language development
Consider aspects of language proficiency in relation to the oral and written English required
to participate in classroom learning and assessment tasks. Describe the range in vocabulary
and levels of complexity of language use within your entire class. When describing the
proficiency of your English learners, describe what your English learners can and cannot yet
do in relation to the language demands of tasks in the learning segment. (TPEs 7, 8)
In my classroom, there are 21 English learners (ELs), 9 of them redesignated English
learners and 12 English only students (EOs). The remaining 12 ELs are mostly Early
Advanced (EA) or Advanced (A), so in regards to the range in vocabulary and levels of
complexity of language use, the range is pretty small in this classroom as they are all
learning new vocabulary and language use as a class. For my learning segment, the ELs
and EOs will be able to write the letters because they have all been writing a lot in the
classroom. They will also be able to think critically about the Rush Limbaugh incident in
which I will be exposing them to because they have had to use their critical thinking skills
before. For my learning segment, they will all need to learn the components of a persuasive
letter (position, arguments, counterargument) and also think critically about being bilingual
and discrimination.
(REQUIRED) 2c. Social development
Consider factors such as the students ability and experience in expressing themselves in
constructive ways, negotiating and solving problems, and getting along with others. (TPE 8)
The students in my classroom participate in a lot of group work. Thus, over time they have
developed an understanding of what it means to work in groups and solve their own
problems. By working in groups, not only do they have to get along with one another, but
also share the workload and trust one another to follow through with their tasks completed.
Furthermore, as they work in groups, they are given more freedom in regards to how they
ultimately complete and present their assignments. While there is a list of expectations,
they are able to express themselves individually and as a group in regards to how they
envision the final product.
(REQUIRED) 2d. Family and community contexts
Consider key factors such as cultural context, knowledge acquired outside of school, socioeconomic
background, access to technology, and home/community resources.