Instruction

     We had a newcomer student in kindergarten last January. The school did not have much information about his formal educational background and his family did not speak English. I relied on teachers who spoke Spanish, his home language, to gauge his language proficiency in L1. To help him get settled, I made picture cards to communicate and used a voice translator, and started one-on-one instructional time a few times a week during the morning circle time.  

     My artifact, Image 2,  for Domain 3 demonstrates how I changed my instructions during that time to adjust and be flexible to accommodate his needs. The first two     pictures, 2a & 2b, in the front row display his writing activity. The student tried to write letter B in Image 2a and number two in Image 2b. I realized that he had a difficult time with focusing and tracing letters without school experiences and also came to know that he did possess the solid concept of numbers and letters, yet. To be responsive to his needs, I brought instructional materials, Image 2c & 2d,  which had tactile components, such as play doh and sand tray, so he could shape and create. Not only did his engagement level get much higher, but his attention span also visibly increased. 

 

Image 2a

 

Image 2b

 

Image 2c

Image 2d