Class Profile

I have a grade 3 class of 22 young students full of many strengths and gifts. My class is imaginative and has a great sense of humour, and they really enjoy a hands-on approach to learning. Several students have some learning challenges, which will be taken into account in adaptations during individual lessons. T struggles with written output, so I will do my best to provide different multimodal options to assignments to keep it interesting for him and provide him with more scaffolding. M, L, and I are ELL students, and M and L are newer English language learners and require more adaptations. For written work, I plan to differentiate by creating assignments that address the same content the class is looking at, but in simpler ways, such as through sentence frames and simpler graphic organizer requirements. M’s understanding needs to be engaged more, and I will address this through more hands on work and one-on-one engagement with him. For this particular unit, I hope to try to engage all my students’ L1s and their heritage as well, and when it is appropriate, I want the use of their L1s to help promote the understanding of English.

I and T sometimes struggle with attention, and I am working on addressing that through the use of fidget toys and personal conversations when they need them. M has a tendency to have a thorough understanding of whatever we are learning, but his output tends to be intended to disrupt or is infused at times with inappropriate humour. I am working on engaging him more (as well as the class overall) with clearer expectations for each lesson. I have not included many explicit adaptations in this unit plan draft due to time constraints, but I am actively thinking about how to engage every single one of my students and I am hoping to work with my SA and my school’s resource teacher in creating really inclusive adaptations for my students.