Step 1 PLAN - Rubric 1.1 Essential Question:How does the candidate's proposed grade-level appropriate content-specific learning goal(s) of the lesson connect with students' prior knowledge? How do proposed learning activities, instructional strategies, and grouping strategies support, engage, and/orchallenge all students to meet the content-specific learning goal(s) of the lesson?

SOURCES OF EVIDENCE:Part A: Written Narrative: Getting to Know Your Students; Part B: Lesson Plan; Part C: Written Narrative: Lesson Plan Rationale; Part D: Related Instructional Resources and Materials; Content-Specific Pedagogy

LEVEL 3 EVIDENCE

Does the candidate's lesson planning include manageable grade-level appropriate content- specific learning goal(s) of the lesson that clearly build on students' prior content knowledge? Six of the eleven students in this class have a diagnosis of SLD (specific learning disability), and three have OHI (other health impairment). There are ten students in this class, and one student with SLD and OHI is pulled in for assessments each month. One student has autism. One of my students is proficient in addition, subtraction, multiplication, and division up to 1000. He can add, subtract, multiply, and divide fractions now that he understands them. He is growing as a writer. He reads at a level of 2.5. #2 Another enjoys Legos, animal videos, and fidgeting with tiny objects. Video games are something he enjoys. He enjoys playing soccer and riding his bike. concerned with social skills and development. He has excellent communication skills and science is his favorite academic subject. #3 enjoys learning new things and has a lot of creativity. She enjoys helping other students in the classroom when she understands something well but they do not, and she can memorize facts about various subjects. Mom worries about reading and maintaining her concentration. #4 Enjoys helping siblings, family, and others. She plays softball as the catcher and is incredibly compassionate. She has trouble focusing, sounding out words when reading, and getting help with schoolwork, to the point where she tries to get as much help as she can from others. #5. She loves to lend a hand when needed, is a big reader, is very caring, and loves books. able to solve problems when given the opportunity. enjoys and is skilled at drawing. Absence of involvement. lack of desire to perform work. falling behind and failing the sixth grade. The I forgot card is being played. Dad says the Chromebook is a play toy, loses focus, and refuses to ask. Inability to concentrate struggles with math. Mom worries about her history grade and how much time she spends playing video games on the computer. #6 She always tries her hardest to finish assignments and behaves well. Well-behaved and eager to try new things in science labs. Her handwriting is neat and readable, according to two teachers. According to Mom, she loves art. Mom claims that she is unable to express her thoughts and retain knowledge. #7 likes to spend time with her nephews, cook, watch anime, and ride her scooter. She is courteous, helpful, tenacious, kind, and a leader. gets along well with people in general. Reading comprehension emotional stunt. At home, she is struggling more. She may be suppressing some feelings. She is afraid of being judged and not liked. struggles academically in math and reading. She tends to shut down when she does not understand something and can be harsh on herself. #8 enjoys drawing. She enjoys math and plays with her sisters. is interested in playing, singing, and dancing. She enjoys playing with her dog, which gives her more support. She enjoys coloring a lot. Her math skills are strong. Parental opinions and issues on academic advancement Mom claims that she should be in a smaller class because she struggles with homework and does not know how to read or write. She dislikes attending school. #9 is able and enjoys drawing. She uses her tablet well. She enjoys being active and is resolute. is highly intelligent and driven for success.is having a great time playing basketball this year. needs someone who is patient with her and reassures her that it is okay to make mistakes. She will lose interest because she is hard on herself. She needs a detailed explanation of everything. #10 A teacher believed he could succeed, but he quits due to the speed of the classes and the difficulty of trying to decode the language. We are going through our classes far more quickly than he can keep up with. It takes him a long time. He becomes more withdrawn when he is not using it. He seems to want to succeed, but I am seeing signs that he is giving up because he is feeling overwhelmed. According to Mom, he struggles to read, concentrate, stay on task, and follow directions. has a hard time staying still while reading, writing, or doing homework. Typically, he uses his hands to self-stimulate, which aids in his concentration. #11 Is the ELL student, he needs little but specialized assistance to support his positive social awareness and interactions in the classroom (in appropriate activities). Is a chatty and amiable student, and allowing a back-and-forth communication exchange is his primary concern as he works on appropriate conversation strategies. Interrupting others while they are speaking and denying the conversation partner a chance to speak has been observed. has a lot of intelligence and enjoys sharing his knowledge and opinions. He needs to be reminded to allow others to speak when engaging in structured conversation. based on his Fast Bridge assessments, is currently reading at a grade level of 1.4. He performs academically below grade level overall.]