Andrew is the name of the chosen student for the objective of this action plan. Andrew, a boy who comes from a humble background, and a Hispanic aged seven years old, is in his first grade. Spanish is the native language for his family since they are not Americans by birth. English is not Andrew’s first language, as well as the parents. However, Andrew has an older sister who speaks English fluently, and greatly assists the first grader with his homework. Additionally, the boy has a hard time with literacy skills, and he is among the slow learners in the classroom. Andrew is in need of help especially with the short and long vowels, diagrams, and beginning sounds, according to the analysis of reading tests and class observations. I will focus on the short and long vowels to help improve his literacy abilities.
An action plan is fundamental and aids a student to enhance the literacy abilities because the student requires personal assistance and strengthening the stated skills. I believe that personal conferencing and assistance that emphasizes on one literacy element sequentially is helpful to reinforce resource that other teachers might not have the time to review during school sessions.
The theory that this work forms the basis of this effort is the culturally responsive teaching. In their work, Cushner (2011) explains that “there are given aspects of culturally responsive teaching that exist in any action plan of differentiation, and similarly, they are the key an understanding of the impact of culture in the teaching victory and also the struggles in the classrooms (p. 446).”In this action plan of differentiation, there are culturally teaching techniques that are crucial in shaping the action plan. They involve: having awareness and understanding the life of the student and that of the family, supporting positive perception regarding diversity, and promoting the success of any learner.
The main academic objectives to meet the needs of the student in this action plan constitute: helping the student have an understanding of the five key vowels, assisting him to comprehend the sounds related with the short vowels. Also, making him to understand the sounds related to the long vowels, making the learner give examples of words with long vowels and short vowels. Lastly, is having the student recognize how the silent ‘e’ changes a short vowel into a long one and alters the word.
The cultural objective that I aim to meet by working with Andrew recognizes the effect of language barriers on school work, being compassionate towards scenarios that may bar learners from finishing their homework. Also, understanding the limitations brought by family members in helping the child with academic work, and appreciating time it takes for a student to adjust totally in communication and using two distinct languages in dissimilar situations. The mission is also actively to support the learner in the class work being aware that more time could be required and altogether support the other students.
The stated objectives support a good learners experience and not only does it form a good foundation in the Early Childhood Education, but also supports learning regarding the life of Andrew. The goals advocate aiming to understand the life of the family, the strengths and weaknesses of the student, and how the cultural background influences the life of Andrew with the classroom and outside. Besides, the objectives foster culturally responsive teaching and inclusive learning by holding encouraging opinions regarding the diversity in the learning needs. This is because they support the success of the particular learners regardless of the common notion that students with language barriers have less educational accomplishment as compared to their fellows (Cushner et al., 2011, p. 450).
The lecture strategy is to be incorporated in this action plan. The reason for the use of this strategy is that it often offers the teachers with a few instant controls over the content the learner experiences, to the anticipated learner’s character and the time. Because of the set limit on what I want to cover with Andrew on the short and long vowels, lecture strategy is effective as it provides the best way possible of scheduling to complete the curriculum. Students usually are in need of material (resource) to research topics assigned or the topics that are of interest to the learner. As per se, this calls for the use of the resource as a teaching strategy. According to Hall et al. (2014), “use of resources demands a high level of proficiency and competency on a variety of subjects and of the available material.” Bearing the stated traits, I am the appropriate teacher to provide the Andrew with the sufficient, helpful and right information from the resources.
In a nutshell, the action plan on diversification was not set on assessment, rather as the teacher I believed it is through observational work with Andrew. Though the other learners may have a comprehension on the spelling of words, the same could have been too complicated for Andrew given his reading ability and the phonic environment. Applying one of the short and long vowels tasks may have been a suitable approach to evaluating the students understanding and better way to meet the objective of this action plan.
References
Cushner K, McClelland, A., Safford, P. (2011). Human Diversity in education . An Intercutural Approach, 440-452.
Hall, G.E, &., Quinn, L.F &Gollnick, D.M. (2014). Introduction to teaching: Making a difference in studet learning. Los Angeles : Sage Publishing .
