Reflection on Assignment 2

When planning Assignment 1, my main focus was making sure the lesson was accessible for my K–2 IND students while still meeting the standard. I started by thinking about how my students would show what they know, especially my nonverbal students. Deciding whether students should respond orally, visually, or through pointing took the most thought, since I wanted the assessment to reflect their understanding rather than their communication abilities.

One of the main challenge was realizing that although this was a reteach of previously taught material, many students were still struggling to identify the title, author, and illustrator. Because the content was introduced earlier in the year, I initially expected stronger recall. Another challenge was inferencing. Many students relied heavily on the pictures to predict what the story would be about, and when the illustrations did not clearly match the story, this caused confusion.

Overall, the outcomes were positive. Students were more engaged when visuals and a labeled sample book were consistently used, and most students were able to identify book parts with support. This lesson reinforced the importance of repetition, visual scaffolds, and flexible ways for students to demonstrate their understanding.