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    This document provides contextual information about a 3rd grade classroom. It describes the classroom layout, technology available, daily schedule, and student characteristics including demographics, academic performance, and interests. It notes several students require special services like gifted/talented programs, speech therapy, or resource support. The summary also gives background on the rural town of Ninety Six, SC where the school is located, including details about the population and programs offered at the elementary school. Instructional implications are discussed, emphasizing the need for small group and differentiated instruction to meet all students' needs.

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    Tws 1

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    131 views5 pages
    This document provides contextual information about a 3rd grade classroom. It describes the classroom layout, technology available, daily schedule, and student characteristics including demographics, academic performance, and interests. It notes several students require special services like gifted/talented programs, speech therapy, or resource support. The summary also gives background on the rural town of Ninety Six, SC where the school is located, including details about the population and programs offered at the elementary school. Instructional implications are discussed, emphasizing the need for small group and differentiated instruction to meet all students' needs.

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    This document provides contextual information about a 3rd grade classroom. It describes the classroom layout, technology available, daily schedule, and student characteristics including demographics, academic performance, and interests. It notes several students require special services like gifted/talented programs, speech therapy, or resource support. The summary also gives background on the rural town of Ninety Six, SC where the school is located, including details about the population and programs offered at the elementary school. Instructional implications are discussed, emphasizing the need for small group and differentiated instruction to meet all students' needs.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    131 views5 pages

    Tws 1

    Uploaded by

    api-216679205
    This document provides contextual information about a 3rd grade classroom. It describes the classroom layout, technology available, daily schedule, and student characteristics including demographics, academic performance, and interests. It notes several students require special services like gifted/talented programs, speech therapy, or resource support. The summary also gives background on the rural town of Ninety Six, SC where the school is located, including details about the population and programs offered at the elementary school. Instructional implications are discussed, emphasizing the need for small group and differentiated instruction to meet all students' needs.

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    © All Rights Reserved
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    of 5

    429TeacherWorkSample

    LanderUniversityTeacherEducation

    1.ContextualFactors(LO3.3)(APS1)
    ClassroomFactors
    Thetechnologyinthisclassroomconsistsoffourdesktopcomputers,a
    Prometheanboard,andanElmodocumentcamera.Thedesktopcomputersareusedfor
    studentstocompleteARreadingtests.Videos,themathbook,andtheonlineversionof
    thereadingbookaredisplayedonthePrometheanboard.TheElmoisusedwhenwork
    needstobedisplayedinalargertextwheninstructingtheentireclass.
    ThedailyscheduleforMrs.Reynolds3rdgradeclassisasfollows:
    8:05

    MorningBusiness

    8:30

    MathInstruction

    9:45
    10:45

    SocialStudies/Science
    Instruction
    Lunch/Recess

    11:45
    12:15

    WritingInstruction
    RelatedArts

    1:10

    WholeGroupReading

    2:15
    2:30
    2:553:05

    GuidedReadingInstruction
    Guided/SilentReading
    Packup,lineup,dismissal

    Copyhomework,check
    HWcompletion,
    attendance,lunchcount,
    morningshow
    Daily2pulled
    FridaysExtraPE9:20
    10:00
    *ThursdaysLibrary10:00
    10:30
    Recess10:5011:15
    Lunch11:1511:45
    MonComputerLab
    TuesPE
    WedArt
    ThursMusic
    FriSpanish
    Daily4pulledforSpecial
    Ed.

    Inthebackoftheclassroomisareadingcenterwithcarpetandarackofbooksas
    wellasseveralshelvesofenrichmentbooksforthirdgradestudents.Abovethese
    shelvesisabulletinboardwithallthestudentsnamesonit.Abovethebulletinboard,
    thereareseveralgraphicorganizersforreadingandwriting.Totheleftofthereading
    centerarethefourdesktopcomputers.Onthesamecounterspaceisashelfwith
    numerousslotswherestudentsplacetheiragendasaftercopyingtheirhomeworkinthe
    mornings.Besidethisshelfisasmallsetofdrawerswithlabelsontheoutsideofeach
    drawerforschoolsupplies.Continuingdownthesamecounteristheclassroomsink
    alongwithothermiscellaneousclassroomsuppliesandbooks.Attheendofthecounter,
    youwillreachMrs.Reynoldsdesk.Herdeskisveryneatandorganized.Behindher
    deskisasuperheroeschart,otherwiseknownasherlistofhelpersfortheweek.
    ContinuingpastMrs.ReynoldsdesktotherightisthePrometheanboard.Here,wehave
    reachedthefrontoftheroom.Nexttotheboardaremoreshelvesthatholdunifixcubes
    andstudentlunchboxes.Totherightoftheshelvesisthedoortotheclassroom.Tothe
    rightofthedoorisabulletinboardthathasacalendarforthemonth,relatedarts
    schedule,dailyschedule,andlunchmenu.Belowthisboardisatablethatholds
    clothespinswithstudentsnumbersonthemforstudentstomakelunchchoices.Nextis
    thewhiteboardwithseveralpostersandalistofthingsforstudentstotakehomethatday.
    AlsoattachedtothetopoftheboardispulldownmapofSouthCarolinaandtheUnited
    States.Theguidedreadingtableisourlaststopbeforereturningtotheclassroomlibrary.

    StudentCharacteristics
    NumberofStudents
    Caucasian
    AfricanAmerican
    Biracial

    Male
    15
    10
    4
    1

    Female
    11
    8
    2
    1

    Threestudentsinthisclassarerepeaters.Fourmalesarepulledoutandgoto
    specialeducationforreading;twoofthemalsoreceiveextrahelpinmath.Three
    studentsattendspeechtherapy,andtwoothersarescheduledforspeechreevaluation.
    Onestudentreceivesoccupationaltherapy.Threemalesandonefemaleareinthegifted
    andtalentedprogram(PLUS).ThereisonestudentwithADD.
    Accordingtoastudentinterestsurveygivenatthebeginningoftheyear,these
    studentsareveryactive.Theboyslistedtheirfavoritesportsasfootball,basketball,and
    baseball.Thegirlslistedcheerleading,dancing,andhorsebackriding.P.E.wasamong
    theirfavoriteactivitiesinschool,andmathwastheirfavoritesubject.Theyliketoreada
    widevarietyofbookssuchasnonfiction,fiction,sportsbooks,fairytales,andcomics.
    Basedonrunningrecordscompletedbytheclassroomteacheratthebeginningof
    theschoolyear,therearesixstudentsreadingbelowthirdgradelevel,tenonthirdgrade
    level,andtenwhoareonfourthgradelevelorabove.TheMAPtestwasalsogivenat
    thebeginningoftheschoolyear,anditshowedthatelevenstudentsarebelowaverage,
    sevenareaverage,andeightareaboveaverageinreading.AccordingtomathMAP

    scoresforthesethirdgraders,thereareeightstudentsworkingbelowgradelevel,twelve
    ongradelevel,andsixabove.
    Inthisclass,elevenstudentsreceivefreelunchandnoonereceiveslunchata
    reducedprice.

    InstructionalImplications
    Whenplanningforinstruction,itisimportanttoconsiderthestudentswhohave
    beenclassifiedasgiftedandtalentedaswellasthosewhoarepulledoutforresource.It
    isimperativethatthesestudentsarecoveringthesamematerialastheclass,justattheir
    ownspeedorlevel.Itisalsoimportanttoconsiderthedifferentreadinglevelsofthe
    class.Studentswillbegroupedwithclassmateswhoareonthesamereadinglevelfor
    theirguidedreadinggroups.Ithinksmallgroupinstructionisakeyinstructionalstrategy
    forthisclassroom.Itisimportanttoknowthecontextualfactorsasateacherbecauseit
    providesanideaofeachstudentsstrengthsandweaknessesacademicallysothatthe
    teachercanhelpallstudentsbesuccessful.Understandingcontextualfactorsalsohelps
    teachersbeawareofstudentskillsandlikenessessothattheyaremotivatedandengaged
    inlearning.
    StudentsthathaveADDorADHDwillbeallowedtostandwhenneededinorder
    togettheirbrainrefocusedforlearning.Iwillalsogivethemanoccasionalerrandtorun
    becausethatalsogetsthemupandmoving.Forthosewhostrugglewithreadingand
    math,instructionsand/ortestquestionswillbereadaloudasapartoftheirIEP
    accommodations.Studentswillbeallowedtomovetothefrontoftheclassroomifthey

    havetroubleseeingtheboard.Severalstudentshavevisionissuesbutdonothave
    contactsorglasses.TheElmodocumentcamerawillalsobeusedtoaccommodatethese
    students.

    SchoolandCommunityFactors
    NinetySixreceiveditsnamewhenIndianmaidenIssaqueena,rodeherhorse,
    ninetysixmilesfromKeowee,thecapitaloftheCherokeenationtotheoutposttowarn
    ofimpendingwarbytheCherokee.ThefirstbattleoftheAmericanRevolutionwas
    foughtinthisveryhistoriccity.TheBritishfortifiedthemselvesbybuildingastar
    shapedfortinthecitythatallowedthemtoholdoutfor28days.Thisfortisknownas
    StarFortandisstillstandingtoday.ThethirdgradeclasseswilltakeatripouttoStar
    FortduringtheirAmericanRevolutionunit.
    ThepopulationofruralNinetySix,SouthCarolinaisabout2,002.361ofthose
    attendtheElementarySchool.Themajorityofthestudentsarewhite.Therearevery
    fewHispanicorstudentsofotherraces.ThisTitleIschooloffersagiftedandtalented
    program,Spanishasarelatedart,acharacterdevelopmentprogram,SST(studentsupport
    team),andPLUS(foradvancedstudents).Theyalsohaveonstaffaspeechandreading
    specialistwhoworkswithmanyofstudentsduringtheschoolyear.

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