Mrs. Stewart is teaching a fifth grade class again this school year. This will be her fourteenth year to teach fifth grade in the school where she began her professional career. Mrs. Stewart has been very excited about teaching in this school for yet another year. After thirteen years, she knows many of the actively involved parent volunteers who faithfully commit their time working in the classrooms. However, this will not be a typical school year for Mrs. Stewart. This particular year did not have a familiar start compared to previous years. One week after school began, an ESL (English as a Second Language) student moved into the high income neighborhood surrounding the school. A young girl from South America became Mrs. Stewart's new student. The Spanish speaking girl, Anna, would be hearing the English language for the first time in Mrs. Stewart's fifth grade classroom. Mrs. Stewart was told by the office Secretary that Anna had been attending public school for five years before leaving South America. Additionally, Mrs. Stewart learned that Anna and her family only speak Spanish in their home. Mrs. Stewart fears that her collective experiences teaching fifth grade for all of those years would not compare in complexity to her new circumstances.

Reflection Questions:

1. After being so familiar and comfortable with her fifth grade lesson plans, will Mrs. Stewart need to change her curriculum?

2. Will the language barrier and cultural differences prevent teaching and learning from happening in the classroom?

3. How will Mrs. Stewart involve Anna's parents in school activities?