Allison Lawrence 1

TWS 1
Classroom Factors:
A. Physical Features:
There are 16 student desks and 3 teacher desks, not including my
desk. There are 2 windows that can open up to a view of the other building.
Ms. Hawthornes computer desk, bulletin board, white board, smart board,
and the library are all located on the front wall facing the students. On the
right wall there is a round desk where Ms. Hawthorne does literature circle.
Also, the book bag buckets and more reading books are located on each side
of the desk. The library is in the corner located closest to the white board.
This library is used in center time as a rotation and as a place for early
finishers to get a book when they finish an assignment early. On the back
wall there is my desk and a row of 4 computers. These computers are also
used in center time rotation. In the far back left corner there is a bathroom
that has been converted into a storage closet for Ms. Hawthorne. Around the
main entrance there is a small round table that is used as a writing center.
B. Technology:
There is a smart board, Elmo, tv/dvd player, and 5 computers total in
the classroom. The tv/dvd player and smart board are not used regularly.
The computers and Elmo during Math time are used almost daily.
C. Equipment:
Each student has a take home folder that contains the worksheets that
they have done for the day that need to be looked over with their parents for

Allison Lawrence 2
the upcoming test. Students also have an agenda that they write down their
homework. This agenda must be stamped before going home with them to
ensure that each student has correctly written down their homework. Each
student also has their own cubbyhole for important papers such as test and
quizzes. The papers in this cubbyhole are passed out on Friday of each week.
The pencil sharpener is located on my desk. The extra glue bottles and
pencils are located on a small table right next to the entrance.
D. Resources:
Ms. Hawthorne is a certified teacher in Early Childhood Education. I do
not have any students who have an IEP or go to resource. One child is in the
process of getting recommendation for an IEP.
E. Parental Involvement:
Parental involvement is moderate. Many of my students parents work
in the school as teachers or curriculum consultants, so very rarely do they
attend any classroom parties for volunteering because they are working.
Although, having the students parents as teachers make communication
very easy. Many teachers/parents stop by daily to speak with Miss.
Hawthorne about performance and behavior of their child. Ms. Hawthorne
does send out How we did today slips that indicates if their child was
excellent, moderate, or fair in their class, as well as a comment section
creating a potential two way communication method. Although there is
potential for communication, parents are not required to sign the forms for
positive or negative behavior.

Allison Lawrence 3
F. Rules and Routines:
The rules of the classroom are as followed:
1. Stand up straight and tall
2. Keep hands and feet still
3. Watch with your eyes
4. Keep lips closed
5. Listen with your ears.
Coming into the classroom:
Students are to come in quietly unpack their book bags. Then they are to
place their book bags in the red buckets and hang their coats up.
Leaving the classroom for breaks or lining up:
Students are put into groups according to the seasons, for example: Spring,
Summer, Winter, and Fall, they are dismissed by these groups to go to the
bathroom or to line up for lunch.
Going to lunch
Student who are lunchboxes go to wash their hands first then line up. After
that each child is called out according to what ID is plucked first. Each
student puts their daily folder on their desk, places their chair on top of their
desk, washes their hands, grabs their ID, and finally lines up for lunch.
Dismissal
Students go to recess right before dismissal. Early bus riders come in early
and pack their book bag. Once they have finished they pass out all of the
worksheets we did for the day. Once students come in from recess they are

Allison Lawrence 4
to pack up their sheets and grab a book bag. Whatever book bag they grab
they give to the owner of the book bag. Once everything is packed up. I read
a story till they are dismissed.

G. Grouping Patterns:
Students are grouped into groups of 5 according to their reading levels.
They use these groups during literature circle. We began doing rotating
stations during center time, but this was changed to stable stations. This
means that one group stays in that station until they move to a different
subject.
H. Scheduling:
7:50-8 Homeroom
8:10 Circle Time
8:30 ELA
10:00 Science/Social Studies
10:30 (Mondays, Wednesdays and Fridays) Computer Lab
10:55 Prepare for lunch
11:15-11:45 Lunch
11:45 Restrooms
11:56 Related Arts M-Music T- PE W-Library Th-PE F-Art
12:41 Math
1:45 Recess
2:15 Prepare for dismissal

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2:30 Dismissal

I. Classroom Arrangement:
The students move around in their desks often. We have a talking
problem, so finding the right location for each student is difficult. The
classroom is arranged to promote independent instruction and group
founded instruction. All tables except two are grouped together in sets of
two, so that pairing up for group instruction is prevalent.

Student Characteristics:
Description/typ

Femal

Male

Total

e
Nos. of children

e
7

16

Age

8 years old
7 years old

1
6

7
2

8
8

Race/ethnicity

African-American
White
English
Spanish
All

1
6
7
0
0

0
9
9
0
0

1
15
16
0
0

=Native Language
Special needs/ IEP

Although, there are not any IEPs on file there is one student is being
tested for intervention.

Allison Lawrence 6

A. Developmental Levels: (Math)

Math Addition Timed results:
Student Letters

Score

# of items missed not

unanswered
A
92
0
B
100
0
C
90
4
D
86
1
E
84
2
F
82
1
G
80
0
H
76
1
I
72
0
J
64
1
K
60
0
L
52
0
M
34
1
N
32
0
O
32
4
P
66
2
Total
Mean: 71.3
Mean: 1.0
I decided to give the students something that they were previously
tested on and I was told they were considered to have mastered it. I found
that many of them have mastered the understanding of how to add single
digits together, but many of them were unable to do it mentally. This caused
them to use a lot of time and they were unable to finish the 50-question quiz
in 5 minutes without missing answers. However I do believe even though the
scores were low, and I take in consideration that this was their first timed
quiz, they did very well and have mastered addition of single digit numbers.

Developmental Levels (Reading)

NWF-CLS: Nonsense Word Fluency-Correct Letter Sound

Allison Lawrence 7

NWF-WRC: Nonsense Word Fluency-Words Read Correctly

ORF: Oral Reading Fluency
Student
Letter
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
MEAN

Beginning
NWF-CLS
94
24
48
127
67
73
132
110
88
94
101
48
9
25
72
57
73.1

NWF-WRC
2
3
15
43
22
26
42
31
26
33
30
1
0
0
23
12
19.3

Middle
ORF
88
55
49
68
106
48
103
70
68
79
78
55
21
29
64
67
65.5

ORF
110
109
79
88
139
88
124
100
110
108
95
78
27
43
82
104
92.8

ICON LEGEND:
Red: at risk/deficit/intensive support
Yellow: some risk/emerging/strategic support
Green: low risk/established/Benchmark support/core support
B. Culture and Interests:
Simon says and you choose Game

Choice A or B

Choice A

Read a Fiction or Non-

ChoiceAllison
B
Lawrence 8
8

I
would

fiction book.
Worksheets or

movement activity
Dancing or singing
Do a project by

6
6

10
10

1
8

15
8

ask
the

yourself or with a
partner of my choice
Writing or Drawing
Listening to a story or
reading it popcorn
style
Land or water animals
8
8
Siblings or only child
15
1
students to choose choice A or B by moving from one side of the classroom
to the anther with a certain move or action out of the Dr. Seuss hat. For
example choose choice A or B while walking a dog. The student would then
have to go to their side of the room or their choice by preforming the action
of walking a dog.
Rules:
1. Cant talk
2. You have to move the way Dr. Seuss Says:
From this game I learned that many of my students grew up in families with
lots of children. This means that they most likely enjoy competition or
competitive games. I discussed the types of books that they would enjoy
reading because this will give me an insight on what activities or stories I

Allison Lawrence 9
might choose to read during instructional time. I asked a lot about how they
prefer to work to get a glimpse of their learning style so that I can better
their needs when assigning projects or homework. I believe that my students
prefer to do hands on and musical activities, but I will have to work with
them on discipline and time management so that we can do more hands on
and musical activities.

Instructional Implications:
A. For reading and comprehension skills I plan on implementing the schools
systems of guided and independent reading. This involves reading groups of
four, based on their reading level, gathered around me reading aloud
selected basil readers based on their reading score. Once they have
mastered that reading level they will be moved to the next group. An
individual running record of their reading will determine the students
placement. I also believe for this group becoming more familiar with words
will help their reading scores so I will assign a book to each level to be read
for homework each week. At the end of the week they will be given a vocab
and a comprehension quiz based on their book. I also will implement reading
time. I plan on reading a book a day to my students to help familiarize them
to uncommon words.

B. For Math I believe in Indirect and Direct instruction. I will give them a few
practice problems to each student after a skill has been taught to determine
if they have mastered the skill. If they have not mastered it I will either work

Allison Lawrence 10
individually with that student or in a small group to help them master the
skill.

School and Community Factors:

Grade Level
Pre-K
K
1st
2nd
3rd
4th
5th
6th
7th
Total

Total number of
students
20
39
59
48
52
53
59
46
58
434

Male Students

Female Students

9
22
30
26
28
26
34
29
30
234

11
17
29
22
24
27
25
17
28
200

Even though the school goes all the way to 7th grade the number of students
is very small. There are usually only 2 homeroom classrooms per grade level
and the class sizes average around 25.

Grade
Level

Asian

Black or
African
America
n

Hispanic/Lati
no

America
n Indian
or
Alaska
Native

Pre-K
K
1st
2nd
3rd
4th
5th
6th

0
0
0
0
1
0
0
1

0
6
7
6
10
2
4
6

0
0
0
0
0
0
1
0

0
1
0
0
1
0
0
0

Two or Native
more
Hawaiia
races n or
Other
Pacific
Islander
0
0
2
0
0
0
0
1
1
1
0
0
4
0
0
0

Whit
e

20
30
52
41
38
51
50
39

Allison Lawrence 11
7th
Totals

1
3

10
51

0
1

1
3

1
8

0
2

45
366

Programs:
Gate: Gifted and Talented Program (1 teacher is in charge of all grades)
o This program is designed to maximize the potential of gifted and
talented students by providing programs and services that match
the unique characteristics and needs of these students in grades
3 through 7th.
Response to Intervention
Student Support Team: Ms. Hawthorne is part of this team so I will be
sitting in on these meetings to discuss if a student has completed their
intervention successfully or if more progress and adaptations need to
be made to better his academic performance.
PTO
Erskine assistance: Students from Erskine College come and provide
services to students in all grade levels. The school uses this program
for tutoring services.

Knowing the data above allows me to see what cultures I need to

familiarize myself with in order to teach a more diverse classroom. The
programs listed above are great resources to familiarize yourself with, so
that you can better the educational experience for the students, your
parents, and yourself.. The information above will guide me to make my
lesson plans culturally aware. Based on the graft above regarding ethnicity
rates, the school is located in a very small town and everyone knows each

Allison Lawrence 12
other. This means that students may not be as familiar to different cultures.
So as a teacher it is my responsibility to implement different culture
backgrounds into my lesson plans so that they can become more rounded as
individuals. From my math assessment I have concluded that my students
still need assistance in mental math. If I am to teach them double-digit
subtraction they must first be able to mentally subtract small numbers
efficiently. Many of my students grew up in the rural part of town with many
siblings. I on the other hand grew up in a big city as an only child. So I can
bring them one point of view about a particular subject and they would bring
another view based on their socioeconomic status and family structure.