At Rivertree Elementary in Mrs. Lowry's Kindergarten class, there are fifteen beautiful, diverse children ready to tackle the day. In our classroom, we have students from all over the county with some students living right up the road from the school to some of the students having to ride the bus for more than an hour each way. Two of our students, Philip and Josh, have siblings in the EELP program because they are deaf with Phillip and his brother riding the ESE bus an hour each way. Blake is still struggling with behavioral issues in class, but now has a one-on-one aid to assist him day to day. This simple accommodation has really made an impact on the overall classroom community. Mrs. Lowry is able to focus on the class as a whole and other students who are struggling as well as work with Blake rather than having to focus solely on keeping Blake's behavior in check. Going forward this semester I have done a spelling inventory and a sight words assessment and I am concerned with the class as a whole (with the exception of Philip who is in need of enrichment in these areas) in both of these areas. I have been able to divide the class into the students who need intervention, the students who are at the core (but still need some practice) and the couple of students who need enrichment in these areas. I intend to focus on differentiating language arts instruction so that every student has the potential to succeed.
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Mrs. randolph*For the purposes of this blog, all student and faculty names have been changed to protect their privacy. All identifying information has been removed.* Archives
March 2017
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