EDTP 4380 A&E (Apply and Evaluate):

Strategy Integration to Support Special Populations during Content Instruction

Purpose:
You will demonstrate your ability to develop a content lesson activity that will support special
population students with a different reading/writing level. Think about what needs to be
included in a content lesson activity when reaching students with different levels of
reading/writing proficiencies. Think of an activity that would focus on three aspects:
1. Support the students’ grade level content knowledge for a specific subject area (TEKS).
2. Support the students’ development of their language proficiency (ELPS).
3. Demonstrate your ability to present instructional content (TAP Indicator for this course).

You will use tags to reflect on the effectiveness of scaffolding student learning.

Requirements:
This A&E will be conducted with students.
Students (With permission from your instructor** Possible Covid 19 Option - fill in
students - e.g. family members/toys)

You will record yourself with Swivl. The video must be a minimum of 10
Video
minutes and a maximum of 15 minutes. This is also practice in lesson pacing.

You will complete the A&E planning form and upload it as a slide to your
A&E Video
video. Your form must be one page and be completely visible as a slide.
Planning Form
Instructors cannot grade text that is cut off.

This is where you will reflect on your video. Use the sentence stems provided
Tags
to analyze your video.

Tags:
You need to use the tag codes (TEKS - 1, LO - 1, Content Activity – 1, ELL/SPED Strategy - 1,
ELL/SPED Strategy – 2, and TAP-1) for easy identification of your reflections. This A&E was
designed for you to demonstrate your ability to support special populations, specifically students
who are at different reading/writing levels, while presenting instructional content.

During this lesson you will be tagging places where content (TEKS - 1) and language objective
(LO - 1) were introduced, what visual was used to support ELLs/SPED learners when
introducing new content (TAP - 1), where the lesson activity aligned with the content objective
(Content Activity – 1), where a strategy was integrated to support the needs of ELL/SPED
learners (ELL/SPED Strategy – 1), and why that strategy would be effective (ELL/SPED
Strategy – 2). Upon reflecting on your video, you may notice that you didn’t quite succeed in
ways you wanted for TEKS - 1, LO - 1, TAP – 1, Content Activity - 1, ELL/SPED Strategy - 1,
and ELL/SPED Strategy - 2. In this case, you will be tagging at the place where you believe you
could have incorporated the correct tag and how you would have done it differently.

*You need to tag at the exact spot of your evidence, not 3-4 seconds before or after. Instructors
will not search for evidence for you.
 A&E VIDEO PLANNING FORM

Instructions: Complete this A&E planning form and upload it as a slide to your video. Your
form must be one page and be completely visible as a slide. Instructors cannot grade text that is
cut-off. When recreating this form on the slide for swivl, do not include the helpful hints or
examples (it will help save space). There is a blank form on the next page 

Will be
Tagged in
Video
Content Area (select one) ELAR, Math, Science, Social Studies
Ex: Science
Grade Level Ex: 8th
Targeted Special (select one) ELL or Learning Disability
Population ** If learning disability please specify.
Targeted TEKS Helpful hint - Include the whole TEKS here, but focus on only one aspect of
the TEKS.
Ex: 8.5(B) – identify that protons determine an element’s identify
and valence electrons determine its chemical properties, including
reactivity.
Student Friendly Helpful hint - The student friendly TEKS and lesson activity should not be
TEKS on the entire TEKS object.
TEKS - 1
Ex: 8.5(B) – I will be able to identify an element by counting the
number of protons.
English Language Helpful hint – Identify an ELPS that will support and align with the TEKS,
Proficiency lesson activity and strategy you plan to use.
Standard (ELPS) Ex: Reading 4 (J) – The student is expected to demonstrate English
comprehension and expand reading skills by employing basic
reading skills such as demonstrating understanding of supporting
ideas and details in text graphic sources, summarizing text, and
distinguishing main ideas from details commensurate with content
area needs.
Student Friendly Helpful hint – The student friendly LO should include a specific action
Language (reading or writing) that will support the development of the ELPS selected
Objective (LO) above.
LO - 1
Ex: Reading 4(J) – I will be able to read descriptions of elements
and use the descriptions as evidence to determine the elements
identity.
Present Helpful hint – Use the Presenting Instructional Content TAP page to help
Instructional identify different types of visuals discussed in this course!
Content TAP - 1 Ex: Students will be adding to the Element Graphic Organizer to
visually see and connect what they have learned to what they will
be learning today.
Content Lesson Helpful hint – Be sure to select an activity that actually teaches the TEKS
Activity selected!
Content
Ex: Students will read Missing Element cards (see attached
Activity – 1
example) that describe an element. Using the information on the
card the students will identify the name of the element.
ELL/SPED ELL/SPED Helpful hint – This is where your D&E strategy explanation will help! Be
Strategy Reasoning Strategy – 1 sure to reflect on your instructor’s feedback!
ELL/SPED Helpful hint – This is where your D&E strategy justification will help! Be
ELL/SPED
Strategy sure to reflect on your instructor’s feedback!
Strategy – 2
Justification
 A&E VIDEO PLANNING FORM
(Complete this blank form and upload as a slide on your swivel video)

Content Area

Grade Level
Targeted
Special
Population

Targeted TEKS

Student
TEKS - 1
Friendly TEKS

English
Language
Proficiency
Standard
(ELPS)

Student
Friendly
LO - 1
Language
Objective (LO)

Present
Instructional TAP - 1
Content

Content
Content Lesson
Activity – 1
Activity

ELL/SPED
ELL/SPED
Strategy
Strategy – 1
Reasoning

ELL/SPED
ELL/SPED
Strategy
Strategy – 2
Justification
 A&E VIDEO TAGS
(Red is where you will insert your individual information into the sentence stem.)

TAG Code Purpose TAG Sentence Stem

For positive identification of evidence: “TEKS – 1: At this moment I
To identify a
said, (insert student friendly TEKS). This TEKS is student friendly
moment when the
because (insert reasoning here)”.
student friendly
TEKS - 1
TEKS was
Missed opportunity: “TEKS - 1: At (place time stamp), I could have
introduced for the
said (insert student friendly TEKS). This TEKS is student friendly
lesson.
because (insert reasoning).”
For positive identification of evidence: “LO - 1. At this moment I
To identify a
said, (insert student friendly ELPS). This ELPS works well with this
moment when the
Language lesson’s TEKS because (insert reasoning here).”
student friendly
Objective
ELPS was
(LO) - 1 Missed opportunity: “LO - 1: At (place time stamp), I could have said
introduced for the
(insert student friendly ELPS). This ELPS would have worked well
lesson.
with this lesson’s TEKS because (insert reasoning).”
To identify when For positive identification of evidence: “TAP - 1. At this moment I
visuals that provided this (insert visual or lesson organization). This (insert visual
establish the or lesson organization) supported student learning because (insert
purpose of the reasoning here).”
TAP - 1 lesson or preview
the organization Missed opportunity: “TAP - 1: At (place time stamp), I could have
of the lesson was provided this (insert visual or lesson organization). This (insert visual
used to support or lesson organization) would have supported student learning because
student learning. (insert reasoning).”
For positive identification of evidence: “Content Activity – 1: At this
To capture a moment I taught (insert summarized student friendly TEKS) by (insert
moment when the activity description)”.
Content
content objective
Activity - 1
(TEKS - 1) is Missed opportunity: “Content Activity - 1: At (place time stamp), I
being taught. could have taught (insert summarized student friendly TEKS) by doing
(insert activity).”
ELL
To identify when For positive identification of evidence: “_____ Strategy – 1: At this
Strategy – 1
the research moment I used (insert strategy) by (insert action – how strategy was
supported used)”.
Or
strategy was
integrated into Missed opportunity: “_____ Strategy - 1: At (place time stamp), I
SPED
the lesson. could have taught (insert strategy) by (insert action).”
Strategy - 1
For positive identification of evidence: “_____ Strategy – 2: Using
Justify how the
ELL (insert strategy) here helped the students with their (insert summarized
strategy
Strategy – 2 student friendly ELPS) while learning (insert summarized student
supported the
friendly TEKS) because (insert explanation)”.
students
Or
reading/writing
Missed opportunity: “_____Strategy - 2: At (place time stamp), I
development and
SPED could have used (insert strategy) that would have helped students with
content
Strategy - 2 their (insert summarized student friendly ELPS) while learning (insert
knowledge.
summarized student friendly TEKS) because (insert explanation).”
Start to Finish:
1. Set a date to record (don’t let time fly by).
2. Think about your topic, plan your activity and fill out the planning form.
3. Rehearse. Make sure your TEKS, ELPS, visuals, activity and strategy align.
4. Implement your activity and record yourself. *wear your microphone*
5. Upload your A&E video to Swivl.
6. Upload your planning form as a slide to your video.
7. Upload your TAP visual and strategy visuals (if any) as labeled slides to your video.
8. Go over your video. Is there sound? Do you have your tags?
9. Title your video using the following naming convention:
EDTP4380_Section code_Last name.First name_Module4A&E_Spring2020
Example: EDTP4380_Sec001_Sneed.Stacey_Module4A&E_Spring2020
10. Submit your link to Blackboard for grading. It should look similar to this…
https://cloud.swivl.com/v/bf089d942195426baeb501f00beec2a

Throughout the EDTP 4380 course, strategies and materials have been provided to support
content area learning among special populations. Below is a table designed to help guide you
back to specific module topics as you select a visual to represent the TAP indicator (Presenting
Instructional Content) for this course.

Presenting Instructional Content TAP

Presentation of content always includes visuals that establish the purpose of the lesson, preview
the organization of the lesson, and include internal summaries of the lesson.
1. Visuals that assist in the learning process
2. Visuals that organize information for the learner

Module and Topic: Resources Provided:

M1D Haley & Austin – Ch. 3
M2A Haley & Austin - Ch. 2
M3A Hoover, Klinger, Baca & Patton – Ch. 11
Content Area Literacy Strategies - Video
M3B Haley & Austin – Ch. 6
M4B Hoover, Klinger, Baca & Patton (Fitts) – Ch. 9