Laura Light EDUC 461/666 Mrs.

Trainor TWS 1 Contextual Factors Classroom factors Our classroom is devised of a group of single desks shaped like an L with one single row in the front. There is a morning jobs table by the door that the students utilize in the morning to turn in their homework, make their lunch choice, and take two pencils. There are a row of computers along the back of the classroom that students are allowed to use during RTI. The classroom library is located in the back by the windows. The students use this to check out leveled books to read during Individual Reading Time. The teachers desk and Guided Reading table are in one area for easy access to all of the teachers materials. The SMARTBoard is located front and center in the classroom for the lessons involving technology. There is a square carpet with colored squares for whole class lessons. There are manipulatives for almost every subject in cubbies, closets, and under the computers for use when it is needed. Our daily schedule consists of Reading Workshop, Shared Reading, and Writing before special area. We go to recess and lunch after special area. When we return from lunch, our schedule leads into math and science/social studies. One day a week, we have special area twice and Brain Boosters. The school is set up in a way that each grade level, special area, office staff, and other various support mechanisms are located in a conducive manner. There are various resources, for example: School Psychologist, Guidance Counselor, ESOL teachers, Case Manager, Nurse, and other support members that assist in connecting our school to our community. Our parental involved in about average. We have a few parents that are involved in helping our classroom with extra events, and most of our parents are involved in their childs school work. The majority of our class has their agendas and graded papers signed on time. There are 2 or 3 students whose parents appear to not be involved very much. The agendas and graded papers are rarely signed on time or even at all. There was a great turn out for the Open House Community Night. Various small businesses from Greenwood were vendors where parents, teachers, and staff could learn more about their services to our community.

Student Characteristics Girls Caucasian African American Hispanic 2 4 3 Boys 5 4 2

This class consists of 7 and 8 year olds. Reading levels range from 12(G) to level 38+(O). All students are being instructed on level in math. There are two students who receive speech instruction (504 Plans), and zero resource students at this time. I have four ESOL students, three of which attend an ESOL instruction pull-out. The socio-economic composition of the class reflects that of the school. The learning styles of the students vary depending on the student. I have several students who are easily distracted and must be reminded to stay on task or focus. Instructional Implications Since the class varies so much in their ability and levels, I will teach in a variety of ways. I will bring in technology, manipulatives, whole and small group lessons, one on one conferencing, and other ways to meet all the needs of my students. For certain lessons, we may go outside for a different environment. For the ESOL, we have adapted their spelling words to better meet their needs. I also try to pair students together that will complement each other in appropriate ways. Since the socio-economic status of our class is so varied, I will keep that in mind when asking students to bring items from home or to plan field trips.