Personalizati Differentiati Individualiza

on
on
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Ms. Wilfer teaches one
of her students Trenton
through hands on/one
on one time

Students work
together in a HIV
setting to work on
reading

Ms. Wilfers student

Adin has an issue with
staying focused in his
classroom

She connects with

interest through
relating the material
back to his love of
sports.
Ex: using sight words
to make up sentences
of sports he plays with
friends

Ms. Wilfer will read the

book with the group,
discuss as the go, and
answer the questions
in the back to cover
the learning styles of
the entire small group

Ms. Wilfer allows Adin

to come into the
classroom when he
cant focus in the
classroom causing a
distraction from the
learning environment

She allows Trenton to

work at his own pace
and choose what he
works on day by day

When answering the

questions that go
along with a story they
are reading, Ms. Wilfer
will have one student
read the question, and
a couple show how
they would answer it.

When Adin walks into

the classroom Ms.
Wilfer makes a point to
get on his level and
discover what is
causing him to lose
focus. She may do this
by asking if he has
eaten, or if he has
taken his meds, ect.

With Trenton she

allows him to write on
the board when
working or even just
hold a ball while
working to help keep
him on task

The group reads the

same books together
from the same set.

Sometimes Ms. Wilfer

may have a teacher
walk with adin in the
hall to get the wiggles
out or she may walk
him herself this helps
him regain focus.

Trenton loves bouncy

balls so we played a
game where we would
bounce the ball back
and forth and say sight
words or go over what
a fact and opinion

Ms. Wilfer uses you

tube videos of the
stories they are
reading to display the
story in a different
manner.

Ms. Wilfer may have

Adin read on the
computer
incorporating
technogly

With Trenton being

with in the SPED room
he has a strong
support system

Ms. Wilfer reads all the

stories with the
students in an
engaging manner to
make sure they stay
focus. She also stops
on important words to
enhance learning.

Adin depends on his

morning check ins with
the nurse and a
security guard to start
off his day right. This
support team is
essential for him.

Trenton is asked to
read a list of sight
words while the
teacher at the time
makes a mark of the
ones he gets.

Ms. Wilfer is sure to

take breaks between
lessons to help
maintain focus

With Adin constant

movement is much
needed

As for assessing while

learning Ms. Wilfer
makes a mental note of
the words he is doing
well on and the ones
he needs some help on
and makes actives to
work on the trouble
words

The students read

together in rounds and
Ms. Wilfer makes note
of mistakes made if
any are made to assess
the students while
they learn.

Adin has a point sheet

that keeps track of his
behavioral concurs and
fall backs to help
growth

Trenton, when
behavior allows, will
work on flashcards to
practice his sight
words

The students are asked

to read with a time
limit and see how
many words they can
get in that amount of
time. After the time is
up Ms. Wilfer discusses
how they have grown
or fallen.

During HIV time Ms.

Wilfer tracks his
academic successes
and behavior in
comparison to other
children him age.