This document provides contextual information about the students in a 5th grade classroom where the teacher will implement a unit on Westward Expansion. It includes details on the classroom demographics, including gender, ethnicity, exceptionalities such as IEPs or ELL status, and reading levels of the students. It also describes the classroom environment and layout. The teacher identifies specific subgroups of students they will focus on based on these factors, including ELLs, students with IEPs or behavioral issues, and those with other needs. The teacher outlines differentiations and accommodations they will provide to support student learning and meet individual needs during the unit.
This document provides contextual information about the students in a 5th grade classroom where the teacher will implement a unit on Westward Expansion. It includes details on the classroom demographics, including gender, ethnicity, exceptionalities such as IEPs or ELL status, and reading levels of the students. It also describes the classroom environment and layout. The teacher identifies specific subgroups of students they will focus on based on these factors, including ELLs, students with IEPs or behavioral issues, and those with other needs. The teacher outlines differentiations and accommodations they will provide to support student learning and meet individual needs during the unit.
This document provides contextual information about the students in a 5th grade classroom where the teacher will implement a unit on Westward Expansion. It includes details on the classroom demographics, including gender, ethnicity, exceptionalities such as IEPs or ELL status, and reading levels of the students. It also describes the classroom environment and layout. The teacher identifies specific subgroups of students they will focus on based on these factors, including ELLs, students with IEPs or behavioral issues, and those with other needs. The teacher outlines differentiations and accommodations they will provide to support student learning and meet individual needs during the unit.
This document provides contextual information about the students in a 5th grade classroom where the teacher will implement a unit on Westward Expansion. It includes details on the classroom demographics, including gender, ethnicity, exceptionalities such as IEPs or ELL status, and reading levels of the students. It also describes the classroom environment and layout. The teacher identifies specific subgroups of students they will focus on based on these factors, including ELLs, students with IEPs or behavioral issues, and those with other needs. The teacher outlines differentiations and accommodations they will provide to support student learning and meet individual needs during the unit.
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Running head: Teacher WORK sAMPLE
Teacher Work Sample
Andrea Hadley Dixie State University ELED 3420
Teacher WORK sAMPLE
Classroom Contextual Factors
Demographics: I am in in a fifth grade classroom. The classroom is made up of 23 students. There are 13 girls and 10 boys. The students in this class are all ten to eleven years of age. There is some ethnic diversity in this classroom. The teacher is Caucasian, there are 16 Caucasian students, 4 Hispanic students and 3 Native American Students.
Gender 60% 50% 40% 30% 20% 10% 0%
Ethinicity 80% 70% 60% 50% 40% 30% 20% 10% 0%
M ale 43%
Series 1
Female 57% Series 1
Table 1.1
Table 1.2
Exceptionalities In the classroom there are three students who have IEPs (Individualized Education Plan). These students are identified as student #1, student #8, and student #11. These students are below grade level in both reading and math. Student #1 also has a speech impediment. There are 4 advanced students in the classroom that are above grade level in all subjects, but have not been identified as GATE (Gifted and Talented Education) students. These students are identified as student #2, student #4, student #6, and student #23. Two students in the class have been diagnosed with ADD/ADHD (Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder), and struggle being able to stay on task and focused throughout the day. They are identified as student #3 and student #15. There is one student who has defiance/behavioral issues. This student is identified as student #8.
Exceptionalities 15 10 5 0
Series 1
Table 1.3
Teacher WORK sAMPLE
Language Proficiency: The classroom consists of 3 English Language Learners or ELLs. These students are identified as student #10, student #11, and student #17. Student # 10 and student #17 come from native Spanish speaking homes. Student #11 comes from a home where Navajo is spoken, but not the primary language in the home, as English is spoken as well. Student #17 is at a WIDA level of 1 as he just moved here from Mexico at the beginning of the school year. This means that he is at a beginning level which means he can understand and speaks simple words and phrases and is able to understand parts of lessons. Student #10 and student #11 are at a level 4. This means that they are expanding. The pupil understands and speaks conversational English without apparent difficulty, but understands and speaks academic English with some hesitancy. They continue to acquire reading and writing skills in content areas needed to achieve grade level expectations with assistance.
Language 3.5 3 2.5 2 1.5 1 0.5 0
WIDA Levels 2.5 2 1.5 1 0.5
Spanish
Navajo Series 1
Table 1.4
Level 2
Level 4 Series 1
Table 1.5
Reading Levels/Prior Knowledge:
Having evaluated the most current Wonders Reading Benchmark scores, it shows where the students range in proficiency. These scores are rated on a scale of 1-4. Four is above grade level, three is on grade level, two is approaching grade level, and one is below grade level. There are four students that are below grade level. Three students are approaching grade level. Thirteen students are on grade level. Three students are beyond grade level.
Reading Proficiency 14 12 10 8 6 4 2 0
Reading Proficiency
Table 1.6
Teacher WORK sAMPLE
Classroom Environment This classroom is set up very neatly. There are six oblong tables where the students sit instead of desks. They are arranged in a U shape. At the back of the room there are two more tables that have computers on them. At the front of the room is a horseshoe table where the teacher meets with her students for small group instruction. Each student in the class has their own IPad. They do the majority of their work using the IPad. The students are allowed to take them home. There is a shelf on one of the counters in the classroom where each of the IPads has a slot and that is also where they are placed when they need to be charged. Because they do not have desks, on the counter opposite the room of where the IPads are stored, there is another shelf with a slot for each student to keep their belongings in. There is a Smart Board at the front of the room and also an Elmo. In the back of the classroom is a leveled library neatly organized and set up according to level and genre. The classroom is very neat and tidy without a lot of unnecessary clutter as to be distracting or overwhelming. Subgroups: Based on my contextual factors, I have organized the students into different subgroups that I will focus on throughout my teacher work sample. Table 1.7 displays the subgroup key. Subgroup Key E I R A AD B Table 1.7
Table 1.8 breaks down the contextual factors by indicating which students belong to each subgroup. The students highlighted in yellow are the students who I will be focusing on as I analyze their work when teaching my unit on the Westward Expansion to complete my teacher work sample. This table also shows specific ethnicities, exceptionalities, and reading levels of the students in the class. Student #
Subgroup
1 2 3
I AD A, R
4 5 6 7 8 9 10 11
AD AD R I, B E, R I, E, R
Ethnicity Caucasian Caucasian Native American Caucasian Caucasian Caucasian Native American Caucasian Caucasian Hispanic Native American
Many of my accommodations will be given as a whole class task, but they will directly focus and meet the individual needs of each student. While teaching this unit, I plan to make specific accommodations for my advanced learners, ELL students, struggling learners, and students that have an IEP. I will make sure that for my ELL students I am providing many visuals, especially concerning important vocabulary that they will need to know throughout this unit. I will pre-teach and make sure they are prepared with any pertinent information they will need in order for them to succeed. There will be many opportunities for them to be able to interact and communicate with their classmates so they can better understand certain concepts as they talk about it and work on different assignments to help cement that knowledge more securely in their minds. When applicable, I will relate different events in this unit to similar events that may help them better understand. My students that have an IEP will have the opportunity to have someone scaffolding them in this learning process, whether it be myself or their peers. When asked to read articles or different texts, I will make sure they have someone reading it specifically to them. Reading assignments will be simplified in a way for them to best comprehend the main idea and purpose of the readings. I will strategically place them with certain peers that will best help and support them in understanding what the main concepts are that they need to walk away with when doing any group work. Students that are advanced will have the opportunity to research in more depth certain topics appertaining to what is being taught within the unit. They will then share with the class their findings and help them better understand the concepts behind their research. I will also make sure they are given higher order thinking questions so they will have the opportunity to stretch their minds and dig a bit deeper in their learning. My students who struggle with behavior issues and ADD/ADHD will be given opportunities to move around and collaborate with their peers when appropriate. I will make sure that they are being engaged by interacting and sharing their ideas and thoughts as much as possible. They will be able to move around and work in different parts of the classroom throughout the unit as we do group work and other activities. I will try to bring to life the content we are learning about as to help engage them and spark some interest. I will make sure that overall, I am using SIOP strategies throughout my lessons with the goal to reach all students and help them succeed to the best of my abilities by modifying and accommodating their needs the best I can.
