D629 Reflective Practitioner GFN1 TASK 1- IDENTIFYING OPPORTUNITIES
FOR PROFESSIONAL GROWTH Passed 1st attempt Western Governors
University
, 1
D629 Reflective Practitioner GFN1 TASK 1- IDENTIFYING OPPORTUNITIES FOR PROFESSIONAL GROWTH Passed 1 st
attempt Western Governors University
GFN1 TASK 1: IDENTIFYING OPPORTUNITIES FOR PROFESSIONAL GROWTH
A. Unit Summary
I teach fourth grade at a public French immersion elementary school in Minnesota. I
instructed thirteen boys and eight girls this past school year during our ELA time. I had four
students on IEPs for learning disabilities and or high behavior needs, one speech student, and
five students reading below grade level. The content for the unit reflection is English Language
Arts. The two instructional strategies I will discuss are Accountable Talk and Cooperative
Learning. The Assessment strategy I used was Formative Assessment through Conferencing.
The learning objective aligned with the assessment comes from the 2020 Minnesota K-12
Academic Standards in Standards ELA standard 4.1.4.2, which requires students to “Determine
a theme or central idea of a story, drama or poem from details in the text.” (MDE, 2020).
B. Unit Planning Reflection
B1. Prerequisite Needs
Before this unit, students need to have a reading comprehension level that is high
enough to read and understand their chosen novel and recall events that occurred during the
assignment chapters. Students do not generally come into their fourth-grade year confident in
identifying the theme of a book they are reading. Students are likely still developing skills in
differentiating between main ideas and supporting details.
B2. Academic Needs
As I planned this unit, I needed to consider the needs of my students with learning
disabilities. I had two students who would have difficulty reading and comprehending the
FOR PROFESSIONAL GROWTH Passed 1st attempt Western Governors
University
, 1
D629 Reflective Practitioner GFN1 TASK 1- IDENTIFYING OPPORTUNITIES FOR PROFESSIONAL GROWTH Passed 1 st
attempt Western Governors University
GFN1 TASK 1: IDENTIFYING OPPORTUNITIES FOR PROFESSIONAL GROWTH
A. Unit Summary
I teach fourth grade at a public French immersion elementary school in Minnesota. I
instructed thirteen boys and eight girls this past school year during our ELA time. I had four
students on IEPs for learning disabilities and or high behavior needs, one speech student, and
five students reading below grade level. The content for the unit reflection is English Language
Arts. The two instructional strategies I will discuss are Accountable Talk and Cooperative
Learning. The Assessment strategy I used was Formative Assessment through Conferencing.
The learning objective aligned with the assessment comes from the 2020 Minnesota K-12
Academic Standards in Standards ELA standard 4.1.4.2, which requires students to “Determine
a theme or central idea of a story, drama or poem from details in the text.” (MDE, 2020).
B. Unit Planning Reflection
B1. Prerequisite Needs
Before this unit, students need to have a reading comprehension level that is high
enough to read and understand their chosen novel and recall events that occurred during the
assignment chapters. Students do not generally come into their fourth-grade year confident in
identifying the theme of a book they are reading. Students are likely still developing skills in
differentiating between main ideas and supporting details.
B2. Academic Needs
As I planned this unit, I needed to consider the needs of my students with learning
disabilities. I had two students who would have difficulty reading and comprehending the
