Tpa 1 - Bryan Stone

CalTPA Subject-Specific Pedagogy Task ID #000493178
Single Subject Mathematics
Before beginning this task, read the complete directions provided in the CalTPA Candidate Handbook.
Case Study 1: Subject-Specific and Developmentally-Appropriate

Pedagogy
A. Contextual Information for Case Study 1
1. Elements of a Learning Experience in a Unit

Grade: High School
Content Area: Mathematics
Subject Matter: Geometry
Time Period for the Learning Experience: Two 45-minute sessions in two
consecutive days
State-adopted Academic Content Standards for Students

Geometry
22.0 Students know the effect of rigid motions on figures in the coordinate plane and space, including
rotations, translations, and reflections.
Learning Goals for the Learning Experience

Students will be able to do the following with a focus on transformations of two and three-dimensional
figures:
Translate, reflect, and rotate plane and solid figures
Determine the effect of more than one transformation on plane and solid figures
Instructional Resources Available

Geometry textbook, standard construction tools straightedge, compass, protractor, plastic
models of 2 and 3-dimensional figures, and computers with transformational geometry software
and Internet access
2. Class Description
Students are in a high school Geometry class. They particularly need to have opportunities to learn
content in different ways and to revisit content. Many of the students enjoy the school environment
and like to socialize with each other. Most of the students are active in after-school activities, including
sports, clubs, tutoring, and jobs, which leaves little time for homework. The majority of the class plans
to attend the local community college or technical computer school. There are some students who are
unsure about what careers they want to pursue. About two-thirds of the students in this class have at
least one other class with their classmates.
3. Developmental Needs of the Students in Grades 9 12

understand connections between the lesson content and life outside of school
develop advanced thinking and problem-solving skills
develop socially and handle the intense social peer pressure to conform while maintaining
individuality
July 2008 Copyright 2008 by the California Commission on Teacher Credentialing. All rights reserved. 1
______________________________________________
B. Questions for Case Study 1
1. Given the contextual information for Case Study 1, think about a lesson you might use with these
students that addresses the subject matter learning goals and the developmental needs of the
students described. In the columns below describe:
Instructional strategies
Student activities
Instructional resources
Note: Instructional strategies are what the teacher does during instruction and student activities are
what the students do during the lesson. Include how you would use the instructional resources as
you describe your strategies and student activities.
Instructional Strategies Student Activities
Day 1 Day 1
Assessment: Assessment:
-Get an idea of students prior knowledge of -Students will receive a worksheet with different
different shapes with the use of an shapes presented (both 2D and 3D) and be asked to
assessment worksheet. fill in the names of as many shapes as they can
recall.
Lesson:
Lesson:
-First, present to students the different shapes
that will be used through the lesson. Make -Have students work in cooperative learning groups
sure they are familiar with the more complex of 3 people. In these groups, each student will be
shapes (i.e. pentagon, hexagon, and octagon). assigned a different transformation (rotation,
translation, or reflection) that they must model for
-Explain to students the definition of
the other two students. A worksheet with various
rotations, translations, and reflection.
shapes will be provided to each student. On this
-Demonstrate for students how a shape can be worksheet students will be required to show their
rotated, translated, and reflected using various knowledge of transforming various figures. Each
real world examples (such as mirrors, group will then be required to combine their
diagrams, 3D modeling). Then model for different transformations to solve more complex
students the effect multiple transformations problems presented on the worksheet.
have on various shapes. Check for
understanding by asking students questions
and having them predict what the shape will Day 2
look like after the transformation.
Assessment:
-Students will come to the board, 3 at a time, and
Day 2 perform a rotation, translation, or reflection of a
given shape.
Assessment:
Lesson:
-Have students recall and demonstrate what
they learned yesterday by coming to the board -Have the students use the geometry program on
and transforming various shapes. the computer that has shape transforming tools.
Students will have a short time to get familiar with
Lesson: the program before the start of the independent

work.
-Using the computer, show the entire class
how to use the shape transformation program. -Students will use the geometry program to
Go over the various steps to using the complete a 3D modeling worksheet before the end
program and check for understanding by of the class session. This is to be done
asking questions along the way. independently.
-Explain the worksheet that they will
complete independently. Emphasize that this
is an independent activity that they must
complete before the end of the computer lab.
2. Based on your knowledge of the content and of student development, explain why the
instructional strategies, student activities, and resources you listed in question 1:
are appropriate for this This lesson is appropriate for this class in a few different ways.
class First, since this class enjoys and excess in discussion, the lesson
allows them to socialize and discuss the various methods of
transforming shapes. Second, the lesson has the students revisiting
the material the very next day. This helps to move the information
from the short-term to long-term memory. Third, no homework is
given as each student has a busy afterschool schedule. Lastly, since
many of the students in this class plan to attend a community
college or technical computer school, this lesson provides them
with a great chance to use computers and software in an interesting
and new way.
address the developmental This lesson is designed to address the developmental needs of these
needs of these student students. Understanding how to manipulate objects in 3D space is
an effective mental exercise. This lesson is requiring students to
think about shapes and transformation in different and exciting
ways. The lesson encourages students to have a better
understanding of the complexity and beauty of the shapes around us
in everyday life. The small group exercise promotes social
development and communication skill acquisition with all students,
also developing individuality among students.
help these students make This lesson meets the requirements for the academic content
progress toward achieving standard for High School Geometry that states, Students know the
the state-adopted academic effect of rigid motions on figures in the coordinate plane and space,
content standards for including rotations, translations, and reflections. This lesson uses
students in this content various learning methods (student assessment, cooperative group
area learning, and technology application) that accounts for the different
learning styles within the class. Students are pushed to participate in
various activities, including small groups and independent work,
that will have them effectively acquire the learning objectives of the
lesson.
END OF CASE STUDY 1
Case Study 2: Assessment Practices

1. Elements of a Learning Experience in a Unit
Grade: High School
Subject Matter: Algebra
Time Period for Whole Unit: 3 weeks

Algebra 2
7.0 Students add, subtract, multiply, divide, reduce, and evaluate rational expressions with monomial
and polynomial denominators and simplify complicated rational expressions, including those
with negative exponents in the denominator.
Learning Goals for Whole Unit

Students will be able to do the following:
Reduce rational expressions
Add and subtract rational expressions
Multiply and divide rational expressions
Simplify complicated rational expressions
Evaluate rational expressions
Give equivalent forms of rational expressions
2. Teacher Reflection on Student Assessment for this Unit

I am not satisfied with the assessment plan I used for the last unit of study. I gave the students a
diagnostic test at the beginning of the unit, two quizzes during the unit, and a final test from the
teachers guide. I feel, though, that I need additional information on what students really know and
understand, their misconceptions, what they learned during instruction, and their progress toward
achieving the learning goals. I am looking for ways to improve my assessment plan, so I can have a
more complete understanding of how well these students learned the subject matter.
3. Assessment Plan
Day 1 Day 6 Day 11 Day 15
Goals Perform arithmetic Multiply and Add and subtract Reduce, add,
Assessed operations on divide rational rational expressions subtract, multiply,
simple rational expressions divide, simplify,
numbers, and evaluate, and give
factor polynomials equivalent forms
of rational
expressions
Type Formal, diagnostic Formal quiz Formal quiz from the Formal, final
test from from the textbook; multiple chapter/unit exam
curriculum guide; textbook; choice; formative from textbook;
multiple choice; multiple choice; multiple choice
formative formative and fill in the
blank; summative
Purpose Assess previous Assess acquired Assess acquired skills Assess acquired
knowledge and concepts and and concepts knowledge and
skills skills skills from
instructional unit
Implementa Individual Individual Individual Individual
tion assessment; paper assessment; assessment; paper and assessment; paper
and pencil; paper and pencil; teacher and pencil;
teacher corrects pencil; teacher corrects with an teacher corrects
with an answer corrects with an answer key with an answer
key answer key key
Feedback Tell students of Inform students Inform students of Inform students of
Strategies scores and inform of correct and correct and incorrect correct and
student of correct incorrect items items incorrect items
and incorrect
items
Informing To determine what To determine To determine who has To determine the
Instruction needs to be who has learned learned the material achievement level
reviewed and the material presented of each student
where to begin presented towards the goals
teaching
______________________________________________
1.a. Identify one strength in the The inclusion of a formative assessment is one strength in this
assessment plan and explain assessment plan. It is important for a teacher to understand
why it is a strength in relation students prior knowledge of the material and build their lesson
to the learning goals of this plan to foster this knowledge. Especially in mathematics, the
unit. learning of a new concept builds upon prior knowledge.
Specifically for this lesson, each learning goal is related to and
expanded upon the subject of rational expressions. Assessing
students prior knowledge of rational expressions will help the
teacher revise and form a lesson plan that will effectively meet
the students needs.
1.b. Identify one weakness in the The exclusion of any informal assessment tools is the greatest
assessment plan and explain weakness in this assessment plan. Although it is important to
why it is a weakness in use formal assessment tools, such as standardized tests, to
relation to the learning goals assess overall achievement, it is equally, if not more so,
of this unit. important that teachers are using informal assessment tools to
shape their instruction. Specifically for this lesson, it is
important to see what area of rational expressions students are
struggling with. The use of informal assessment tools gives the
teacher the opportunity to assess and address students learning
needs on the spot, creating a much more efficient lesson plan.
2. Suppose you found the additional assessment in a supplementary resource. Think about how the
additional assessment could improve the teachers assessment plan.
Additional Assessment
Suppose you have been hired by a publisher to provide information for a
detailed solution guide for the problem set below. The publisher wants to
illustrate more than one way to simplify expressions. Present the publisher
with two different methods to simplify each expression and provide a
mathematical justification for each method, so the readers of the solution
guide will understand how to use each method and why each is
mathematically correct.
1. (5x2 + 21x + 4)/(25x + 100)
2. (6x2/8x) -4x3/(2x2)
3. (3x2 + 6x)/(4x) 15/(8/x2)
4. (x + 3)/(x3-x2-6x) (x2 9)/(x2 + x 12)
5. (x3 + x2)/(x2 16) (x + 4)/(3x4 + x3 2x2)
Explain to the teacher how it might be used to improve the plan by answering the following
questions:
2.a. When in the plan would This assessment deals mainly with the subject matter of
you use this assessment? simplifying expressions. Students should already have the skills
to multiply and divide rational expression. Therefore, this
assessment would best be used after Day 6 when teaching how
to simplify complicated rational expressions.
2.b. What goals would be All goals leading up to, and including, simplifying complicated
assessed by this rational expressions would be assessed by this assessment.
assessment? These goals include: reducing rational expressions, adding and
subtracting rational expressions, and multiplying and dividing
rational expressions.
2.c. What type of assessment This is an formative assessment. It is meant to help teachers
would it be? make instructional changes to the lesson that adapt to students
needs. If the students seem to be struggling with a specific area
of the lesson, the teacher is then able to focus on this need by
modifying the lesson.
2.d. What would be the purpose The purpose of the assessment is to see if students have gained
of the assessment? the adequate skills to perform arithmetic on rational
expressions, specifically simplifying rational expressions. This
assessment requires students to show the steps in how to
simplify rational expressions in two ways. This information
will allow the teacher to analyze student progress and
determine where students are having the most trouble.
2.e. How would you implement After teaching students the prerequisite goals to the assessment,
the assessment? I would have them complete the assessment individually. This
allows the teacher to analyze each students progress
individually as well as gauge the overall weaknesses and
strengths of the class as a whole. Individual students would
receive feedback on their assessment and the teacher could then
address the classes weaknesses as a whole.
2.f. What feedback strategies Students would receive feedback individually on their
would you use? assessments in the form of comments and correction of
arithmetic, allowing them to see where they made mistakes and
what changes are needed. The assessment would provide
information on the areas of the lesson the class was struggling
with as a whole, allowing the teacher to give feedback to the
entire class. This feedback would include recognition by the
teacher of the subject area the class is having most trouble with
and reevaluation of the lesson plan being taught.
2.g. How would the results of The results of the assessment would allow the teacher see
the assessment inform where students are having the most difficulty and then to
instruction? reshape the instruction in such a way that the students
understand it. The assessment also gives insight into how
students are thinking mathematically and if any fundamental

review is necessary.
3. Explain how using the additional assessment as you described in question 2 improves the
teachers assessment plan and what specific information would be gained about what the
students really know and understand about the content area, their misconceptions, and their
progress toward achieving the learning goals.
The additional assessment described in question 2 adds an informal assessment tool to the teachers
assessment plan. This informal assessment tool is an invaluable addition to the teachers plan,
allowing the teacher to gather information on students knowledge in an effective and efficient
manner. This newfound information allows the teacher to analyze and reconstruction the lesson plan
in accordance with student needs. This is beneficial for both the teacher and the student. The teacher
is now aware of the difficulties students are having in a certain area of the lesson and students can
then receive the proper instruction they require.
END OF CASE STUDY 2
Case Study 3: Adaptation of Subject Specific Pedagogy for English

Learners

1. Elements of a Learning Experience for 2 Days in a Unit
Grade: High School
Subject Matter: Mathematical Analysis

Limits-Mathematical Analysis
8.0 Students are familiar with the notion of the limit of a function as the independent variable
approaches a number or infinity

Students will be able to do the following with a focus on limits:
Find a limit
Mathematically justify that limit
Generate stages of various iterative processes
Relationship to Preceding and Subsequent Learning Experiences

Prior to this lesson, students studied finite and infinite series. They were introduced to the concept of
convergent and divergent series. They also have encountered the concept of limit on an intuitive basis.
They will use what they learned in this lesson in future work in determining and justifying limits.
2. Outline of Plans for Days 3 and 4

The following outline addresses some of the academic content standards and unit goals, but it is
not expected that the students will achieve them during the two days.
Instructional Strategies
On Day 3, lead a quick review of finite and infinite sequences. Have students complete review
sheet. Lead whole class discussion on their responses to the review sheet questions highlighting
common misconceptions. Have students provide counter-examples at the board. Show students
the first three iterations of the Sierpinski Triangle. Have them record their answers to questions
concerning the number of triangles in each iteration and have them predict the number of triangles
in subsequent iterations. Have students work in pairs to construct the next two iterations to check
their predictions, shade the downward pointing triangles in each iteration, and record their
predictions concerning the combined shaded areas of subsequent iterations. Students will be asked
to individually record their prediction of the limit of the shaded area as the number of iterations
becomes infinite. Each will discuss his/her prediction with a partner and decide on a possible
mathematical justification. Students will then split up to edit their limit prediction, if they wish,
and to record their justification.
On Day 4, have sets of partners present their work from Day 2 to the class. Class will pose
questions about their work and partners will justify their thinking.
Student Activities
On Day 3, complete the review sheet and provide misconceptions of reviewed concepts and
provide counter-examples on the board. Answer questions about the first three iterations of
Sierpinskis Triangle, and make predictions about further iterations. Work with partner to construct
the next two iterations in order to check predictions. Do the shading as directed and make
predictions concerning the combined shaded areas of subsequent iterations. Record prediction of
the limit, discuss with partner, and decide on a justification. Split up to edit and record predictions.
On Day 4, present work with partner to the whole class and respond to questions asked by the
class. When other partners are presenting, students will ask questions of that set of partners.
Progress Monitoring
Teacher will use class discussions, group and individual responses to questions, and expressed
rationales to determine level of learning.
Students will receive written and oral comments about individual work, and feedback about their
work with a partner.
3. Student Description
Elena is a 15 year-old 10th grader and an English learner. She is from Mexico and both of her parents
are professionals. Her extended family includes aunts, uncles, and cousins. Her grandparents live in
Mexico and she and her family visit them in the summer. She has been in the United States for one and
a half years. She is literate in Spanish and often reads Spanish literature. Her report cards from her
school in Mexico indicate above average grades. Elena is somewhat shy socially but is well liked and
works well in small groups. She is seldom absent from school. The CELDT results indicate overall
score in the Early Intermediate range, and she has been identified as an English learner.
Written Response to: What is your favorite family day?

A Special Family Celebration
As special family time is when my family celebrate the anniversary of my grandmother
and grandfather. They are my abuelita and abuelito. Why is it especial? I like this
because all my family come to my grandparent house for make especial food of my
country. The fiesta is very especial. My grandparent have marry 45 year. They live in
Mexico my tia, tio and primos all go to Mexico for all family celebrate together. We like
have all family together. My primos and me see friends in our city . We give grandparent
big picture of all family. Grandparent like fiesta and gift. They are much happy.
Transcript of Oral Response to: Tell my about your dance class.

I like my dance class at community center. I need class for forget my problems. Is like
help. I forgot my problems. When I dance, I like my dress because everybody look me
and say, Oh, that look pretty. Everybody take my picture. I was in newspaper. When I
dancing, I feel very good. I like that because I represent my country.
______________________________________________

1. Identify two specific learning Based on the student responses, the students oral production
needs the student has as an and written production is not proficient. She will need extra
English learner, based on the guidance during the instruction portion of the math lesson.
student description and the Also, the student will need help in understanding the
responses. mathematic vocabulary presented in chapter. Though the
description of the student shows that she should not have
trouble with the arithmetic, she will still need significant
guidance throughout the lesson.
2.a. Identify one instructional Since the student is known to be shy and does not have
strategy or student activity adequate speaking skills, the presenting of the previous days
from the outline of plans that work to the class and answering of questions will most likely
could be challenging for the be difficult for the student.
student.
2.b. Explain why the strategy or The students shyness and lack of English speaking proficiency
activity you chose could be is the reason why this strategy could be challenging for her.
challenging to the student. English language learners are often hesitant to speak in front of
Use your knowledge of large groups. Elena being shy will only add to this hesitation. A
English learners and your small group setting is usually the best strategy for making
analysis of the students English language learners feel comfortable conversing with
learning needs in your other students.
explanation.
3.a. Describe how you would English language learners learn easier when the information is
adapt the strategy or activity presented visually. Because of this, the use of a graphic
you identified above to meet organizer in the lesson would be a great way to make the
the learning needs of the complex information more understandable to Elena. A
student. Consider specific Vocabulary Terms and Phrases graphic organizer would be idea
subject matter pedagogy for the learning needs of Elena. This will allow her to review
when writing your the vocabulary terms and all information that goes with each
description. word. Another useful strategy would be to pair Elena with an
able partner. Being a shy person, this personal setting would
allow Elena to discuss the subject matter.
3.b. Explain how your adaptation These adaptations are specifically designed to help Elena
would be effective for the progress toward the learning goals of the lesson. English
student in making progress language learners learn more effectively when the information
toward the learning goals of is presented visually to them. The Vocabulary Terms and
the lesson. Phrases graphic organizer will allow Elena to see the
(In your explanation of the vocabulary words and all connecting information. This will be
adaptation, refer to specific a valuable resource Elena can refer to throughout the lesson.
aspects of the student Elena is also described as a shy individual. The use of a partner
description and to the samples will counter this shyness and allow Elena to open up and have
of proficiency in English.) discussion on the lesson material.
3.c. Explain how your adaptation Elena is an Early Intermediate English language learner. To
would be effective for the facilitate English language development, I chose to implement
student in making progress a graphic organizer into the lesson. The Vocabulary Terms and
toward English language Phrases graphic organizer gives Elena a visual tool she can use
development. throughout the lesson. She will also be able to easily refer back
(In your explanation of the to the vocabulary presented in the lesson plan when needed.
adaptation, refer to specific The student description of Elena describes her as being shy.
aspects of the student Pairing Elena with a partner facilitates communication and
description and to the samples conversation, further developing her English language
of proficiency in English.) acquisition.
4.a. Which progress monitoring I would observe Elena in her small group and have individual
assessment from the outline conversation about the lesson content to assess her progress
of plans would you choose to toward achieving the learning goals.
monitor this students
progress toward achieving
the learning goal(s)?
4.b. Give a rationale for your Because Elena is an English language learner and typically shy,
choice of progress my observation of her in the small group setting, where she is
monitoring assessment. Use conversing with other students, would be a good opportunity to
your knowledge of content in assess whether she understands the lesson content and is
this unit, and this students achieving the desired learning goals. My individual
English language abilities in conversation with Elena would also allow me the opportunity
your rationale. to assess her achievement through dialogue with her.
5. Based on what you learned The next step I would take with Elenas English language
about this students English development would be to see whether my recent adaptations
proficiency, what would be made an improvement in her understanding of the material. If I
your next steps in planning found the adaptations did make facilitate her learning I would
to facilitate her English further develop these strategies, such as incorporating other
language development? types of graphic organizers, such as Cause and Effect
Consider specific Sequences. If I found that my recent adaptations made no
information from the student noticeable content progress or decreased Elenas language
description and her written acquisition, I would incorporate different adaptations to the
and oral language samples lesson. These adaptations could include symbolic
when responding. representations of content, such as pictures and diagrams, or
connecting the lesson to Elenas culture and country to get her
interested in the material.
END OF CASE STUDY 3
Case Study 4: Adaptation of Subject-Specific Pedagogy for Students

with Special Needs

1. Elements of a Learning Experience for 3 Days in a Unit
Grade: High School
Subject Matter: Probability
State-Adopted Academic Content Standards for Students

Probability and Statistics
6.0 Students know the definitions of the mean, median, and mode of a distribution of data and can
compute each in particular situations.
8.0 Students organize and describe distributions of data by using a number of different methods.

Students will be able to do the following
Make connections between mathematics and its applications in the real world
Select and use appropriate tools and technology to analyze and display data
Communicate precisely about given quantities, relationships, and unknown values
Reason mathematically by analyzing evidence and building arguments to support or refute
hypotheses
Relationship to Preceding and Subsequent Learning Experiences

Prior to this unit, students have studied the measures of central tendency and how to calculate them. In
the future, they will use the skill covered in this unit to solve problems.
2. Outline of Plans for Days 3, 4, and 5

The following outline addresses some of the academic content standards and unit goals, but it is
not expected that the students will achieve them during the three days.
Instructional Strategies
On Day 3, read a report with text, statistics, and graphical representations about rainfall in
California during the last decade (vary between independent silent and oral reading to whole class).
Present additional information about the concepts and lead whole-class discussion. Have students
respond in writing to teacher-generated questions about the report. Written responses are
homework.
On Day 4, read a document that addresses appropriate uses and misuses of measures of central
tendency, and effective graphical representation of data for the purpose of critiquing the report read
on the previous day. Lead a class discussion about how statistics can present and support different
perspectives. Give groups of students the same set of data, but different questions. Students must
compute statistics and create graphical representations best suited to respond to their questions.
Students write individual rationales supporting their selection of statistics and representations. As a
group, they present their statistics and representations to the class and receive feedback from
others.
On Day 5, have students read an article containing an inappropriate use of statistics to support a
position. Students discuss the article with a partner. Each student writes a letter to the author
indicating the errors in the article and providing arguments for using other statistics to support the
same position.
Student Activities
In class, either read silently or orally the copy of the report, highlighting important issues, and
participate in class discussion about statistics presented. For homework, complete written
responses in questions.
Listen to arguments critiquing the statistics used in the report, take notes, and participate in class
analysis and discussion. Work in a group to analyze data and make graphical representations to
respond to a given question. Individual students write rationales. Present with other group
members the statistics and representations chosen to whole class. Provide feedback to other groups
when they present.
Read article and discuss it with a partner. Write a letter to the author. Read a letter written by
another classmate and analyze for reasonableness.
Progress Monitoring
Teacher will use class discussion, responses to questions, group presentation and letter to author
to monitor student progress.
Students will receive written and oral comments from the teacher and other students.
3. Student Description
Alex is a 15-year-old boy in the 10 th grade. He had difficulty with the development of his early literacy
skills, including the acquisition of sound/symbol relationships and word identification, demonstrated in
both his reading and writing. In the second grade, Alex was identified as a student with specific
learning disabilities. Since then, Alex has received special education support primarily in a resource
room for language arts, while he is included in the general education curriculum. He is able to
independently read text at a 7 th grade level and continues to struggle with decoding words. Alex also
has asthma for which he takes daily medication and occasionally needs to use an inhaler. He is a self-
isolating person who does not readily join into whole-class conversations or contribute to group
learning situations. His tendency is to sit alone at lunch and to be by himself during transitional time.
There is no in-class support for this student.
______________________________________________
1.a. Identify one instructional After referring to the student activities and the students
strategy or student activity description, it seems apparent that Alex will have trouble
from the outline of plans that with the oral reading of the report. Assuming the report
could be challenging for the includes high school level reading, Alex will have difficulty
student, considering the reading the report without the aide of a teacher or partner.
description of the students
learning disability.
1.b. Explain why the strategy or The oral reading of the report could be challenging to Alex
activity you chose could be because has not adequately developed his sound/symbol
challenging for the student, relationships and word identification. He currently reads
based on specific aspects of the independently at a 7th grade level. This learning disability
student description. makes reading a high school level report that includes text,
statistics, and graphical representations much more difficult
for Alex. Since there is not in-class support for Alex, he will
most likely struggle with understanding the report as well as
any activities pertaining to the report.
1.c. Describe how you would adapt Since Alex has difficulty reading independently because of
the strategy or activity you his under developed literacy skills, I would adapt the activity
identified to meet the needs of to his needs by reviewing the vocabulary presented in the
the student. report prior to his reading of it. I would accomplish this with
the use of a graphic organizer. The graphic organizer would
allow Alex to make connections between the vocabulary
terms presented in the report. It would also serve as a visual
resource that Alex could refer to as he reads the report
independently.
1.d. Explain how your adaptation This adaptation will help Alex to understand and participate
would be effective for the in the reading of the report. Since the report involves real
student in making progress world applications of statistics, Alex will make a connection
toward achieving the learning between these applications and mathematics. Similarly, the
goal(s) of this unit. graphical representations of rainfall data included in the
report will allow Alex to analyze mathematical data. After
reading the report, Alex will then be able to communicate to
the class the relationship between statistics and its real world
applications. This knowledge will give Alex the tools he
needs start reasoning mathematically and forming
hypothesis.
2.a. Identify one additional Considering Alexs learning needs and lack of literacy skills,
instructional strategy or the activity requiring the students to individually write
student activity from the rationales will most likely be challenging for the student.
outline of plans that could be
challenging for the student,
considering the students other
learning needs.
2.b. Explain why the strategy or The individual writing of rationales by the students will
activity you chose could be most like be a challenge for Alex because of his
challenging for the student, underdeveloped literacy skills. Requiring the student to
based on specific aspects of the write independently will most likely be difficult because he
student description. has not yet acquired the proper sound/symbol relationships
and word identification needed for this activity. This lack of
literacy skills will make writing independently a difficult
task for Alex.
2.c. Describe how you would adapt I would adapt this independent writing activity to meet the
the strategy or activity you needs of Alex by turning it into a small group activity.
identified to meet the needs of Rather than writing independently, I would have the students
the student. discuss their rationales in a small group setting and form one
collective opinion. They would then present this collective
rationale to the class as a whole. This small group activity
will better adapt to the learning needs of Alex, as well as
encourage all students to communicate effectively with one
another in order to form a common rationale among ach
small group.
2.d. Explain how your adaptation The use of small groups would be effective for the student in
would be effective for the making progress towards achieving the learning goals of this
student in making progress unit in multiple ways. Having Alex participate in small
toward achieving the learning group discussion instead of independent writing will allow
goal(s) of this unit. him to develop his skills in reasoning mathematically. The
small group discussion will also require Alex to build an
argument in support of his rationale, while also analyzing
and considering other students opinions. This activity will
also require Alex to communicate mathematically with other
student, achieving a learning goal of the unit and developing
the students social skills.
I would use individual conversation with the student see if
3.a. What progress monitoring
the vocabulary graphic organizer was aiding him in the
assessment would you choose to
reading of the report. I would assess his progress by asking
obtain evidence of the students
specific questions regarding the report to see if the student
progress toward a learning
had made progress toward the learning goals of the unit. I
goal(s)?
would also observe Alex during the small group activity to
see if he was joining in on the discussion. This observation
would allow me to assess his progress and understanding of
the material.
3.b. Give a rationale for your choice I would use individual conversation with the student because
of assessment. Use your of his difficulty with reading and writing. This oral
knowledge of academic content assessment would give me a clearer understanding of
in this unit, and this students whether he was acquiring the learning goals of the unit,
learning needs in your more so than a written assessment. Similarly, because of the
rationale. students lack of literacy comprehension, I would use

observation of him in the small group scenario to assess
whether he was meeting the goals of the unit.
END OF CASE STUDY 4

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CalTPA Subject-Specific Pedagogy Task ID #000493178

Single Subject Mathematics

Case Study 1: Subject-Specific and Developmentally-Appropriate

A. Contextual Information for Case Study 1

1. Elements of a Learning Experience in a Unit

State-adopted Academic Content Standards for Students

Learning Goals for the Learning Experience

Instructional Resources Available

3. Developmental Needs of the Students in Grades 9 12

Lesson: the program before the start of the independent

END OF CASE STUDY 1

Case Study 2: Assessment Practices

A. Contextual Information for Case Study 2

State-adopted Academic Content Standards for Students

Learning Goals for Whole Unit

2. Teacher Reflection on Student Assessment for this Unit

B. Questions for Case Study 2

students are thinking mathematically and if any fundamental

END OF CASE STUDY 2

Case Study 3: Adaptation of Subject Specific Pedagogy for English

A. Contextual Information for Case Study 3

State-adopted Academic Content Standards for Students

Learning Goals for Whole Unit

Relationship to Preceding and Subsequent Learning Experiences

2. Outline of Plans for Days 3 and 4

Written Response to: What is your favorite family day?

Transcript of Oral Response to: Tell my about your dance class.

B. Questions for Case Study 3

END OF CASE STUDY 3

Case Study 4: Adaptation of Subject-Specific Pedagogy for Students

A. Contextual Information for Case Study 4

State-Adopted Academic Content Standards for Students

Learning Goals for Whole Unit

Relationship to Preceding and Subsequent Learning Experiences

2. Outline of Plans for Days 3, 4, and 5

B. Questions for Case Study 4

rationale. students lack of literacy comprehension, I would use

END OF CASE STUDY 4

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