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Learning about strategies to help struggling readers in secondary was invaluable and I will implement these into my future classes.  As a PE teacher candidate, I have never really thought about what I would do with struggling readers as there is little reading in PE, besides putting them with a bilingual student.   Although there is not that much to read, what they do read is extremely important so it is worth knowing these strategies to give the students a better experience; also, the day may come where I don't have a bilingual student to help.  Strategies like teaching the students to visualize, making educated guesses, teaching them to use context clues and determining what's important is all valuable for teachers to know.

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TPE 4: Planning Instruction and Designing Learning Experiences for All Students

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TPE 4: Planning Instruction and Designing Learning Experiences for All Students

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Learning about strategies to help struggling readers in secondary directly connects to the 4th sub category of TPE #4.  Knowing these strategies are crucial for removing barriers and giving your students access to the material

#4 Plan, design, implement and monitor instruction, making effective use of instructional time to maximize learning opportunities and provide access to the curriculum for all students by removing barriers and providing access through instructional strategies that include:

• appropriate use of instructional technology, including assistive technology;

• applying principles of UDL and MTSS;

• use of developmentally, linguistically, and culturally appropriate learning activities, instructional materials, and resources for all students, including the full range of English learners;

• appropriate modifications for students with disabilities in the general education classroom;

• opportunities for students to support each other in learning; and

• use of community resources and services as applicable.

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One thing that I have learned from this class is how to comb through and analyze texts with the needs of my whole class in mind, emphasizing the needs of English Language Learners, Standard English Language Learners, Special Needs students and students with physical disabilities.  Teachers should be analyzing everything the students are given so they are able to pick out challenging words to review, take out parts that are off topic, or simply to deliver the material in different ways by utilizing UDL.

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TPE 3: Understanding and Organizing Subject Matter for Student Learning

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TPE 3: Understanding and Organizing Subject Matter for Student Learning

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I believe the ability to analyze texts for the purpose of adapting them to the needs of your students connects very well with TPE 3, parts 5 and 6 (listed below).

#5 Adapt subject matter curriculum, organization, and planning to support the acquisition and use of academic language within learning activities to promote the subject matter knowledge of all students, including the full range of English learners, Standard English learners, students with disabilities, and students with other learning needs in the least restrictive environment.

#6 Use and adapt resources, standards-aligned instructional materials, and a range of technology, including assistive technology, to facilitate students' equitable access to the curriculum

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C3P0, fluent in over 6 million forms of communication, knows how diverse language can be. I have never learned anything about, or explored any type of Standard Language.  I was actually under the impression that AAVE, or Ebonics, was looked down upon in the educational realm.  I have always thought AAVE was very fun and cool to listen and adapt to.  I believe it is very easy to get caught up in providing support and accommodations for ELL and teachers forget that there are students who know how to speak English, but may be struggling with Academic English or reading because they use a different dialect of English with different grammar and sentence structure/rules.

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TPE 1: Engaging and Supporting All Students In Learning

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TPE 1: Engaging and Supporting All Students In Learning

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Learning about SELL and AAVE was incredibly rewarding and connects very well with the first sub category of TPE 1 but I believe the closest connection is the direct reference to SELL in sub category #6.

#1 Apply knowledge of students, including their prior experiences, interests, and socialemotional learning needs, as well as their funds of knowledge and cultural, language, and socioeconomic backgrounds, to engage them in learning.

#6 Provide a supportive learning environment for students’ first and/or second language acquisition by using research-based instructional approaches, including focused English Language Development, Specifically Designed Academic Instruciton in English (SDAIE) scaffolding across content areas and structured English immersion and demonstrate an understanding of the difference among students whose only instructional needs is to acquire Standard English proficiency, students who may have an identified disability affecting their ability to acquire Standard English proficiency, and students who may have both a need to acquire Standard English proficiency and an identified disability.

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I really enjoyed learning about the Proficiency Level Descriptors.  Before this class, I really had no idea what kind of journey these young English learners have to go through.  Just like the journey our little Stormtrooper is taking above, the path of an English Learner is long and arduous.  Knowing the three levels emerging, expanding and bridging, as well as the entrance and exit expectations for each is invaluable for teachers. For teachers of mainstream classes, it would benefit them to know the expectations of the exit level of bridging as they will know exactly what the student knows, or is expected to know.

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TPE 4: Planning Instruction and Designing Learning Experiences for All Students

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TPE 4: Planning Instruction and Designing Learning Experiences for All Students

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Becoming familiar with the path that ELL students go through and using that information strategically in lesson planning has a strong connection to the first sub category of TPE #1.

#1 Locate and apply information about students' current academic status, content- and standards-related learning needs and goals, assessment data, language proficiency status, and cultural background for both short-term and long-term instructional planning purposes

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Multi-Tiered System of Support: Instruction and Intervention

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Multi-Tiered System of Support: Instruction and Intervention

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Although the padlet was glitched for week 4, I was able to watch the video about multi-tiered instruction and intervention and it was very interesting.  I like that Tier 1's supports will not only help student's with disabilities achieve their goals, but the strategies are useful for all students in the class. Tier 2 is additional, supplemental all the way up to the more intensive support of tier 3. Through my previous classes, I always thought planning instruction for a variety of learners would be hard and tedious but the video really helped me how to organize the help I will be giving.

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TPE 1: Engaging and Supporting All Students In Learning AND TPE 4: Planning Instruction and Designing Learning Experiences for All Students

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TPE 1: Engaging and Supporting All Students In Learning AND TPE 4: Planning Instruction and Designing Learning Experiences for All Students

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The MTSS discussed in Week 4's Padlet directly connects to multiple TPEs.  I feel this was one of the more valuable resources in ITL 520.  Providing support for struggling students is going to be my biggest challenge in PE and MTSS gives me a good starting point.

TPE 1 - #4 Use a variety of developmentally and ability-appropriate instructional strategies, resources, and assistive technology, including principles of Universal Design of Learning (UDL) and Multi-Tiered System of Supports (MTSS) to support access to the curriculum for a wide range of learners within the general education classroom and environment.

TPE 4 - #4 Plan, design, implement and monitor instruction, making effective use of instructional time to maximize learning opportunities and provide access to the curriculum for all students by removing barriers and providing access through instructional strategies that include:

• appropriate use of instructional technology, including assistive technology;

• applying principles of UDL and MTSS;

• use of developmentally, linguistically, and culturally appropriate learning activities, instructional materials, and resources for all students, including the full range of English learners;

• appropriate modifications for students with disabilities in the general education classroom;

• opportunities for students to support each other in learning; and

• use of community resources and services as applicable.