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Tws Contextual Factors

This document provides contextual information about the classroom and students. It summarizes that there are 21 students, most are Caucasian and English is their primary language. Over half receive free or reduced lunch. There are 6 students with IEPs for reading, 2 for math, and 1 for speech. There are also 4 high-level learners and 3 students with behavioral issues. Reading and math assessment data shows that most students are performing at or near grade level, though some are below in both subjects. The classroom is organized with desks, technology, and small group spaces.

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61 views

Tws Contextual Factors

This document provides contextual information about the classroom and students. It summarizes that there are 21 students, most are Caucasian and English is their primary language. Over half receive free or reduced lunch. There are 6 students with IEPs for reading, 2 for math, and 1 for speech. There are also 4 high-level learners and 3 students with behavioral issues. Reading and math assessment data shows that most students are performing at or near grade level, though some are below in both subjects. The classroom is organized with desks, technology, and small group spaces.

Uploaded by

api-240984702
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
You are on page 1/ 6

Running Head: TEACHER WORK SAMPLE

Classroom Contextual Factors


The fifth grade class that I am teaching consists of 21 students; 9 girls and 12 boys. Chart
1.1 indicates the gender break down of the class. Their ages range from ten to eleven years old.
This class is unique, in that, they are all Caucasian, and their Native language is English. There
are no English language Learners (ELLs) in this class.
Table 1.1

Gender of Students
43%

57%
Boys - 12
Girls - 9

The students in this class attend a Title One school. Title One schools receive
additional funding to help meet the needs of educationally at risk students. Out of the 21
students in my class, 14 receive free or reduced lunch. Table 1.2 shows that 67% of the
class qualifies and receives free and reduced lunch benefits. (Source: Front Office
Secretary.)

Free & Reduced Lunch


Other - 7
33%

Table 1.2

Free & Reduced


Lunch - 14

Free &
Reduced
Lunch - 14
67%

Other - 7

Running Head: TEACHER WORK SAMPLE


Within the classroom, there are five students who have Individualized Education Plans
(IEPs). One IEP student is being serviced in three areas; reading, math and speech. The other
four students receive support in reading. When these students with IEPs are pulled out, it is for
twenty to thirty minutes each day, per subject. The students who are receiving math and reading
assistance go to Special Education (SPED) classes for services. Another student has been
evaluated and awaits a parents signature to receive services in math and reading.
Throughout this unit, I will provide several modifications and accommodations for these
students. The speech student will be seated next to a quiet and capable student for frequent
opportunities to clarify, interact, and receive feedback. This unit will require very little math. In
instances where math will be used the 2 IEP students receiving math support will be partnered
with a student who is patient, helpful and on grade level in math. The students who struggle
with reading will be provided with text that is appropriate for their level, partnered with a
helpful peer, and be provided with several visual aids and hands on opportunities to help
understand the content. For all of these IEP students I will also be sure to check with each of
them to ensure student understanding and allow the student to ask questions in a more
intimate, less intimidating setting.
Chart 1.3 represents students with IEPs, as well as the student who is awaiting
permission, and the area in which these students receive services.
Table 1.3

IEP Students
7

Reading - 6

6
5
4

Math - 2

Speech - 1

3
2
1

0
Reading - 6

Math - 2

1
Speech - 1

Running Head: TEACHER WORK SAMPLE


In addition to students with IEPs, there are other students with exceptionalities in the
classroom who require modifications and accommodations when learning.
No students in this class has been tested or identified as Gifted and Talented (GATE).
However, there are four students in the class have been identified as higher level learners.
During my unit, I will provide books and materials for this student to explore and deepen this
students understanding of weather concepts. I will also encourage this student to write, draw,
and explain more details in the assignments I provide.
There are 3 students who are reqular behavior problems in the class. Two of these
behavior students are easily distracted and frequently off task. The first of these two is
constantly playing with erasers, or bits of paper, and frequently tunes out to daydream. The
other easily distractible student has been diagnosed as ADHA and goes to the office once a day
to receive medication. The third behavior student is also one of the higher level learners. This
student is always blurting out, and sharing their way of thinking. These students need to be
constantly engaged, and praised when they are on task and choosing correct behaviors.

To

help these students stay focused, I will walk by their desks often throughout the unit and seat
them close to me on the rug. I will remind them of consequences for their actions to promote
positive behavior.
Table 1.4

Exceptionalities
Behavior
Students, 3

IEP Students,
6

High Level
Learners, 4

IEP Students

High Level Learners

Behavior Students

Running Head: TEACHER WORK SAMPLE


The above chart 1.4 illustarates all students, including IEPs who require specific
accomodations and modifications in the classroom. Sheltered Instruction Observational
Protocol (SIOP) will be incorportated into all lesson plans in order to accommodate for each of
these students needs.

In order to make appropriate accommodations for each student it is important to


understand where they stand academically. By evaluating the most current Treasures
Reading Benchmark and My Math program scores, I can see where these students
proficiency levels are and provide appropriate differentiation to assist each learners
needs. These scores are rated on a 1-4 scale. A 4 is above grade level, 3 is on grade level,
2 is approaching, and a 1 is below. Table 1.5 and 1.6 reflects t individual student scores
by student number.
Table 1.5

Treasures Benchmark Scores


Level students are at
4
3

Level students should be


4

2
1

2
1

2
1

2
1

#1 #2 #3 #4 #5 #6 #7 #8 #9 #10 #11 #12 #13 #14 #15 #16 #17 #18 #19 #20 #21

Table 1.6

My Math Benchmark Scores


Level students are at
4
3

3
2

Level students should be


4

2
1

#1 #2 #3 #4 #5 #6 #7 #8 #9 #10 #11 #12 #13 #14 #15 #16 #17 #18 #19 #20 #21

Running Head: TEACHER WORK SAMPLE

Chart 1.7 illustrates that only seven students are on or above grade level in
reading skills. Five students are approaching grade level and nine students are below
grade level proficiency.
Table 1.7

Reading Levels
Above Grade Level - 4

On Grade Level - 3

Approaching - 2

Below Grade Level - 1

On Grade Level - 3

Approaching - 2

2
Above Grade Level - 4

Below Grade Level - 1

Chart 1.8 displays the fact that eleven students are on or above grade level in
math. Six students are approaching grade level, and four students are below grade level
proficiency in math.

Above Grade Level - 4

Math Levels

On Grade Level - 3

Approaching - 2

Table 1.8
Below Grade Level - 1

9
6
4
2
Above Grade Level - 4

On Grade Level - 3

Approaching - 2

Below Grade Level - 1

During my unit, for my students who are low and approaching grade level in
math and literacy, I will read and explain directions clearly, provide appropriate student
pairing, and pre-teach concepts when necessary. I will also allow the students low in
literacy to write less, using proper terminology. For my high students I will provide

Running Head: TEACHER WORK SAMPLE

books and materials to encourage learning more and creating deeper understanding of
the weather concepts I teach.

Classroom environment
The classroom is very organized. The desks are arranged into table groupings or
grouped rows. Student seating is constantly shuffled around to accommodate for various
needs. The SMART board at the front of the room is used for the majority of instruction.
The whiteboard is utilized as needed. There is not a personal microphone system for the
teacher, so good enunciation and projection is important especially with a speech
student in the classroom. There is a horseshoe table in the back room; this is used for
small group instruction. There is a small rectangular table on the side of the classroom,
this is also used for small groups and centers. There is a class library available for the
students to use when they have finished work early or during Drop Everything And Read
(DEAR) time. The teachers desk is at the front side of the room. My desk sits at the back
of the room; next to it is a cart full of student chromebooks. The classroom is also
equipped with a set of six iPads for student use. The classroom is easy to move around in
and has a warm, inviting feeling.

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