3.1
3.1: Candidates use their knowledge of theory, research, and practice in English Language Arts to plan standards- based, coherent and relevant learning experiences utilizing a range of different texts—across genres, periods, forms, authors, cultures, and various forms of media—and instructional strategies that are motivating and accessible to all students, including English language learners, students with special needs, students from diverse language and learning backgrounds, those designated as high achieving, and those at risk of failure.
Reflection:
Differentiating lessons did not come easily to me at first, but I quickly learned and now it is an integral part of any lesson. I never thought that lessons also need to be differentiated for students who are very high achieving, not only students who struggle. Below are some examples of differentiation in my lessons.