Reflection: Today at School #2, I pushed-in as ESOL teacher for two separate periods: attending to the needs of 2 fifth graders and 2 fourth graders. It feels good knowing that I have carved out time in my schedule for these particular students in their own classrooms and that I am staying through the assessment segment...although they are at varying levels of academic proficiency, each in their own way would benefit from seeing how details fit into the big picture, main idea, or author's purpose. As I have already drafted the progress reports for the students at this school, their needs are coming into focus. I am writing meaningful comments to help the fifth graders focus on writing goals. The urgency is greater in light of the upcoming rounds of assessments: English-language proficiency testing for ESOL students, and then the MSA testing for grades 3 and up. Also, as a teacher who may not have the opportunity to teach these children next year, I desire to make a positive lasting impact.
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