Blog Due 2/25 (Sara's Response)

Case Student: Lupita

Teacher: Mrs. Potter

Lupita is noted as a quiet and well-behaved student who just entered Mrs. Potter’s second grade classroom after living in Mexico. According to Lupita’s case notes, Mrs. Potter rarely calls on Lupita in class because of her apparent lack of academic skills. Furthermore, Mrs. Potter is wondering whether Lupita is at risk for being held back for a second year of second grade. While Mrs. Potter has these beliefs about Lupita’s academic levels, it is important for Mrs. Potter to conduct multiple assessments to find out exactly where her literacy, math, and science levels are. Furthermore, Lupita should be assessed on her English speaking, listening, reading, and writing levels.

According to Afflerbach (1993), it is teachers’ responsibility to observe and assess students’ academic levels and carefully foster and record their growth. Teachers’ understandings of students’ strengths and areas needing improvement should not be based on “hunches,” but rather concrete evidence from detailed observations and assessments. In order to informally assess Lupita’s literacy levels in an organized manner, Mrs. Potter can use the STAIR method. In this method, Mrs. Potter will form a specific hypothesis about Lupita’s patterns in literacy and will record concrete reasoning for the hypothesis. Then, Mrs. Potter will make a plan to test and address the hypothesis, and reflect on her first hypothesis. By testing and addressing Lupita’s needs, Mrs. Potter will be helping her to improve in her literacy levels.

In addition to specific assessments, there are other strategies Mrs. Potter can use to foster Lupita’s growth. As her observations have confirmed, Lupita has grown up in Mexico and speaks Spanish. However, in her new school, Lupita is likely to be required to speak and complete assignments in English. According to Freeman & Freeman (2004), there are three types of English language learners: long-term English learners, recent arrivals with limited or interrupted formal schooling, and recent arrivals with adequate schooling. Each language learner requires specific attention, so by learning which type of English learner Lupita is, Mrs. Potter can provide appropriate adaptations for her. Furthermore, Mrs. Potter can implement adaptations that help all English language learners and other students, listed by Freeman & Freeman (2004). First, Mrs. Potter can implement a theme-based curriculum, which will aid in her students’ organization and understanding of the lesson in a larger context. Mrs. Potter can also draw upon Lupita’s cultural background and experience, which could include incorporating literature from Mexican authors.  Finally, Mrs. Potter can organize collaborative activities and provide scaffolded support. This could involve incorporating group activities into her lessons and providing guides such as images, charts, or tables, to scaffold her instruction. By learning which type of English language learner Lupita is, and incorporating these three, effective strategies, Mrs. Potter can encourage Lupita’s growth academically and linguistically.

To further encourage Lupita’s growth, Mrs. Potter can incorporate general and specific adaptions into her classroom (Kurth 2013).  As for general adaptations, Mrs. Potter can implement hands-on, engaging activities that involve group work. This will help all students improve communication and engagement in school, and will also give Lupita greater opportunity to interact with other children. Mrs. Potter can also address Lupita’s specific learning styles. As Lupita easily assembled a puzzle on her own and helped her peers assemble puzzles, Lupita seems to learn visually, kinesthetically, and interpersonally. To address these multiple intelligences, Mrs. Potter can use physical models, role playing, group work, and visual representations in her teaching.

In sum, there is a great deal Mrs. Potter can do to address Lupita’s needs. First, she can provide specific assessments that give her a strong idea of Lupita’s levels, both academically and linguistically. Mrs. Potter can also incorporate strategies into her teaching that are helpful for English language learners and other students as well. Finally, Mrs. Potter can provide general and specific adaptions that will address Lupita’s specific learning styles. With careful planning and appropriate attention, Lupita can grow tremendously in Mrs. Potter’s class.