TEACHERWORKSAMPLE

ContextualFactors
AllofmyinformationformycontextualfactorswasgiventomebyMrs.Jean1.The
programIusedtocreatemyassessmentprojectwithdoesnothavetheoptionto
includenumbersonthebargraphs.
IamplacedforpracticuminafourthgradeclasswithMrs.JeanatSunElementary
School.SunElementaryschoolisaTitle1school.Inthisspecificclasstherearetwenty
fourstudents.Outofthetwentyfourstudents,thereare12girlsand12boys.Theage
ofthestudentsrangefromninetotenyearsold.
Demographics:
TheclassconsistsofmainlyCaucasianstudents.TherearesixHispanicstudentsand2
Pakistanistudents.AlloftheHispanicandPakistanistudentsareESLstudents.Below
isagraphrepresentingthedemographicsforthisclassroom.

AllNamesofteachers,students,andschoolshasbeenchanged.

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2

NativeLanguages:
Therearethreenativelanguagesinthisclassroom.ThefirstisEnglish.Thisis
thedominantnativelanguageintheclassroom.ThesecondisSpanishandthethirdis
Urdu.AllofthestudentsintheclasscanspeakEnglish,butallofthehispanicstudents
andthetwoIndianstudentsspeaktheirnativelanguageswhentheyareoutsideof
school.

SpecialNeeds:
TherearequiteafewstudentswhoareESLstudents.Thereareonly3students
whoarestillontheWIDAscale,buttherearethreeotherstudentswhoarejustbeing
observedbutnottestedasofyet.The3studentsthatareontheWIDAscaleareeither
aWIDAlevel3or4.InthetablebelowtheWIDAlevel3and4aredefined.

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3

WIDA
Level3

generalandsomespeciclanguageofthecontentareas
expandedsentencesinoralinteractionorwrittenparagraphs

Emerging
oralorwrittenlanguagewithphonological,syntacticor

semanticerrorsthatmayimpedethecommunication,but
retainmuchofitsmeaning,whenpresentedwithoralor
written,narrativeorexpositorydescriptionswithsensory,
graphicorinteractivesupport
WIDA
Level4
Expandin
g

specicandsometechnicallanguageofthecontentareas
avarietyofsentencelengthsofvaryinglinguisticcomplexity
inoraldiscourseormultiple,relatedsentencesorparagraphs
oralorwrittenlanguagewithminimalphonological,syntactic
orsemanticerrorsthatdonotimpedetheoverallmeaningof
thecommunicationwhenpresentedwithoralorwritten
connecteddiscoursewithsensory,graphicorinteractive
support

InthisparticularclassroomtherearentanyGiftedandTalented(GATE)
students.Therearethreestudentsthatareatahigherlevelthantherestoftheclass.In
theclassroomtherearesixdifferentIndividualEducationPlans(IEP).TheIEPsare
mostlyforreadingandmath.ThetwoPakistanistudentshaveanIEPinplacebecause

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4

theybothmissedKindergartenandFirstgrade.Therearealsotwostudentswhohave
IEPsforbehavior.Oneofthestudentsisverydefianttoauthorityandwillnotdoany
work.Theotherstudentisagirlwholiesalot.InMrs.Jeansclassroomnoneofthe
studentsarepulledoutforanyinterventionsbesidesareadinginterventionthatisevery
dayfor30minutes.Thefollowinggraphrepresentstheamountofstudentsineachof
thesethreeareas.

FreeReducedLunch:
SunElementaryhasavarietyofsocioeconomicstatusesintheschool.Inthis
classroomalmosthalfofthestudentshavefreereducedlunch.Thesestudentsare
locatedinamorelowerclassareawhiletheotherhalfofthestudentsliveclosetothe
schoolinaveryhighclassneighborhood.Thegraphbelowdisplaystheamountof
studentswhohavefreereducedlunchandregularlunch.

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5

CRTScores:
TheteacheratthistimedidnothavetheCRTscoresavailableforusat
thistime.

Successmakerlevels:
EveryThursdaythestudentsgoouttothecomputerlabanddo
acomputerprogramcalledSuccessMaker.SuccessMakerfindsoutwhatlevelsthe
studentsareoninmathandreadingandthenhasthemdoworkonthoselevels.The
planistoeventuallyhavethemprogressuptobeatgradelevelorevenabove.Below
thereistwographsrepresentingthegradelevelsthatstudentsareatinreadingandin
math.

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ClassroomEnvironment:
StudentsDesksareputintogroupsof4or5inasquaresetupintheroom.
Thereisanaid,Mr.Tobler,RoomisequippedwithPrometheanboardandElmo.There
isahorseshoeshapedtableinthefrontcorneroftheroomusedforsmallgroup
instruction.Onthewallsthroughouttheroomtherearelotsofsubjectrelatedposters
andpictures.Onthebackwalltherearebookshelvesfilledwithtubsoflabeledbooks.
EverystudenthasanIpadintheroomandusethemfrequentlyforreading,math,and
science.Iwillusethemoftenforlookingupinteractivewebsitesandvideosforstudents
towatch.
ModificationsandAccommodations:
DuringmytimethatIwillbestudentteachingIwillbemakinglotsof
modificationsandaccommodationsforallofmyESL,IEP,highlevellearners,and

TEACHERWORKSAMPLE
7

behaviorstudents.Thesemodificationsandaccommodationswillhelpforallofmy
studentstolearntothebestoftheirabilities.
FormyESLstudentsIwillprovidethemwithvocabularycardsforeachlesson
thattheywillbeabletokeepontheirdesktohelpthemalongiftheydonotunderstand
whatisbeingsaid.Thecardswillhaveastudentfriendlydefinitionaswellasapicture
tohelpthemtounderstand.Iwillalsoprovidelotsofvisualsandpictureexamplesofthe
watercycletogivethemsomethingtoconnectwhatIamsayingtoo.Iwillbeusingalot
offoldablesandgraphicorganizerstohelporganizestudentsthinkingandtheywillbe
allowedtousethesewhencompletingassignments.Ihavealsosatthestudentsat
heterogeneouslygroupedtablessothatthereisaESL,belowgradelevel,ongrade
level,andhighlevellearnerateverytable.Thisprovidesabalanceatallofthetables.I
willalsochangeupthepartneringandgroupingthroughoutmylessonssothattheyare
themostappropriate.Forassignmentsthatrequirealotofreadingthestudentswillbe
heterogeneouslygroupedsothatthehigherlevelstudentcanhelpthelowerlevel
student.Iwillalsousegroupingofstudentsonthesamelevelforactivitiesthatinvolve
morehandsonwork.
FormyhigherlevellearnersIwillprovideextensionactivitiesthatthestudents
cancompleteoncetheyhavefinishedtheirregularassignment.Iwillalsohavethem
helpanswerquestionsforanystudentsthatneedhelponcetheyaredone.Mostofthe
highlevelstudentsareontheleadersteamatSunElementaryandlovetohelpother
studentstobetterunderstandwhattheyaredoing.OnsomelessonsIhaveaskedthem
toanswermorehigherorderthinkingquestionsaswellascomeupwithexampleson

TEACHERWORKSAMPLE
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theirownthattheyhaveseeninthewatercyclethatwerenotlisted.Onthelesson
whereweexplorethewatercycleusinganinteractivewebsitethehigherlevellearners
wereaskedtowriteaboutanextraaspectoftheirchoosingonthebackiftheyfinished
theirfoldableearly.
FormybehaviorstudentsIwillprovidethemwithdifferentchoicesonwhatthey
wouldliketodoforsomeoftheassignmentsinmyunitplan.Iwillalsohavethemhelp
meputthingsontheboardandpassoutpapers.Thiswillhelpforthemtolikewhatwe
arelearningaboutandbeinvolvedinthelesson.Iwillalsoprovidealotofhandson
activitiessothattheycantouchwhattheyarelearningaboutaswell.Whenitcomesto
thewritingassignmentsthatwillbeturnedinIwilllowertherequirementstothree
sentencesperparagraphinsteadoffive.Bothofthesebehaviorstudentswillnotwrite
papers,thereforetogetthemtodotheworkIwillmakeitalittlesmallerforthemto
handle.Bothofthebehaviorstudentshaveahardtimepayingattentionandnot
messingwiththingsinorontheirdesks.IftheycantstopfiddlingintheirdeskIwill
eitherhavethemturntheirdeskaroundsothattheycannotreachinsideitorhavethem
comeworkatthefrontatthelargehorseshoeshapedtablesothatIcanhelpthemto
stayontask.
FormyIEPstudentsmostoftheirIEPsdealalotwithstrugglingwithmathand
thereforetheirIEPsdonotneedandmodificationsoraccommodations.Formuchof
thereadingwewillbeinpartnersorreadingalltogetherasaclass.AsIstatedearlier
wewillbeusingalotofgraphicorganizersandfoldablestohelpustoorganizeour
thoughts.Mostofthereadingisdoneeitheraltogetherorwithpartners.ForpartnersI

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willpairthestudentwithastudentwhoisjustslightlyabovetheirlevelandsothehigher
studentcanhelptofigureoutwordsthattheybothdonotknow.Iwillalsoprovidesmall
interventionsatthefronthorseshoetableforthesestudentsthathavestruggledto
understandtheinformationthatwastaught.
SunElementaryisaLeaderInMeschoolwhichmeansthatallstudentshavea
datafolderthattheylogalloftheirpreandposttestscoresinaswellastheirreading
fluencyandreadinglevels.Thisdatafolderhelpsforstudentstokeeptrackofalloftheir
growththroughoutthewholeentireyear.Allofthestudentswillbeusingthisfolderto
keeptrackofhowmuchtheirscoreshavechangedbetweenthewatercyclepretestand
thewatercycleposttest.