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Running head: FIELD EXPERIENCE A: STUDENT DEVELOPMENTClinical Field Experience A: Student DevelopmentCourtney Hunter-QuevedoGrand Canyon University: SPED-560Dr. Nicole LetchworthAugust 21, 20191
Running head: FIELD EXPERIENCE A: STUDENT DEVELOPMENTIntroductionFor my clinical field experience, I interviewed an early childhood elementary teacher with an inclusive setting. Ashley Estes, located at St. Elizabeth Seton in East Palo Alto, CA. Part of her job explanation will assume accountability for the development, improvement, coordination, and management of all special education curriculums, services, and personal care for each student in her inclusive classroom. As part of her teaching model, Ms. Estes does stationrotation during her ELA and Math block. Each station lasting about 20 minutes, with one group always small group instruction based on their academic levels. Her ability to effectively manage a classroom and meet the behavior and instructional needs of students both with and without disabilities. With the support of RSP and a paraprofessional, the students have support at all times. The stations also give her the opportunity to lesson plan reinforcing literacy skills previously taught to students, in addition to breaking down new materials into smaller portions. School BackgroundEach grade level focuses on blended learning with a station rotation model for both English Language Arts and Math. Providing each student with a unique learning experience of combining formative assessment, technology and differentiated instruction with small groups androtation of group dynamic. “Students within a classroom rotate through stations that include differentiated small group instruction, collaborative or independent practice and directed or online activities. Teachers use tools and practices to make the students’ learning experience moreflexible, personalized, and lasting. This model affords teachers and students with targeted teaching and learning opportunities, while simultaneously providing multiple data points to help inform instructional practice” (Drexel, 2019). 2
Running head: FIELD EXPERIENCE A: STUDENT DEVELOPMENTSection 1: Lesson PreparationTeacher Candidate Name: Courtney Hunter-QuevedoGrand Canyon University- SPED-560Dr. Nicole LetchworthGrade Level:1stgradeDate:August 14, 2019Unit/Subject:English Language ArtsOral Language, Writing, ReadingInstructional Plan Title:Short /e/ soundsLesson Summary and Focus:Students will work on identifying and recognizing the short /e/ vowel sounds in one-syllable works and within sentences. Students will be able to distinguish long and short vowel sounds when reading regularly spelled one-syllable words. Classroom and Student Factors:The student has IEP for reading fluency, reading comprehension, and written expression at the 1st-grade level.

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