TWS 1 Erica Davis Contextual Factors 1st Grade

Classroom Factors Availability of technology Inside of the classroo ! there are five co "uters available for student use# In addition! there is a s art board used for "ro$ection as %ell as an El o that is used to "ro$ect tangible %or&sheets and real life aterials on to the s art board so that every student can visibly see the aterial'ob$ect# This "articular 1st grade teacher does not use "arent volunteers inside of her classroo # All "arents attended the "ast "arent( teacher conferences# For the ost "art all "arents sign "a"ers and send the bac& to school# There is one student %hose "arent never signs "a"ers and does not hel" %ith ho e%or& co "letion# 1# )ee" hands and feet to yourself# *# +isten to the teacher# ,# -el" others( be &ind %ith your actions and %ords# .# Wal& at all ti es# /# Try your best and a&e good choices# 1orning 0outines 1# Students co e into the classroo at 23,/ *# Send , students u" for brea&fast at 23./ ,# Students should be finished eating by 4315 and should be cleaning u"# .# Students begin orning %or& after brea&fast# They are to %or& on 1ath s6uares# Those %ho finish early ay read a boo& at their des&# /# Students use the restroo as needed fro 23.5(4355# 7# Students are not to go to centers during this ti e# 0ecess 8rocedures 1# Call students by tables to line u" for recess# *# They should %al& %ith their hands by their side or behind their bac&# There is no tal&ing in the hall%ay# +unch 8rocedures 1# +ine students u" before going into cafeteria for recess# *# Choice 1 students should be in the front of the line# They are to get hand saniti9er before going in for trays# :o tal&ing in the lunch line# ,# Students should eat for 15 inutes and the cu" on the table should be red# After the cu" turns green! students are allo%ed to tal& to their neighbors 6uietly# If they beco e too loud! the cu" should turn bac& to red for silent lunch# .# Call one side of the table at a ti e to e "ty lunch trays# Disci"line 8lan 1# The teacher originally used the sto" light "lan# After the first se ester! she sa% that it %as not %or&ing the %ay she %anted so she changed her disci"line "lan bac& to

Extent of "arental involve ent

Classroo

rules

0outines

TWS 1 Erica Davis Contextual Factors 1st Grade

the old(fashioned %ay# Either students %rite their na es on the board or she %rites the on the cli"board and a&es notes of their behavior# Conse6uences 1# 0e inder(give * verbal %arnings *# Ti eout(behind filing cabinet by bathroo ,# +oss of free ti e .# Send to 1s# +ee;s roo for ti e out /# :ote ho e 7# 0efer to office Students sit together in grou"s based on their running record reading level# There is no s"ecific nu ber of children in a grou"# Although! no grou" is bigger than four# 23,/(43,5 1orning Wor&'0TI 43,5(43.5 Chec& orning %or& 43.5(43/5 Calendar 43/5(<3,5 1ath <3,5(<3./ Interactive 0ead Aloud <3./(153*/ 0eader;s Wor&sho" 153*/(153.5 Shared 0eading 153.5(11355 Word Study 11355(11315 0ead Aloud 11315(113// Writer;s Wor&sho" 113//(1*31/ 0ecess 1*3*5(1*3/5 +unch 1*3/5(13,/ S"ecial areas 13.5(*3,5 Transitional 0TI When you first %al& into the classroo the student;s cubbies are on the sa e %all as the door# Each child has its o%n cubby along %ith a coat hoo&# There are extra cubbies that are used for storage of aterials# =uried in bet%een a shelf and the cubbies is the teachers des&# The shelf in front of her des& holds different Tu""er%are containers! %hich are filled %ith different ath ani"ulatives# >n the %all ad$acent to the shelf is the calendar and "oc&et charts used for orning grou" ti e! along %ith the s art board "ro$ector# The rug used for seating is on the floor directly belo% the s art board# Also in that area are t%o easels# >ne %ith a %hite board and the other holds giant si9ed "a"er for guided or shared reading# There is a larger %hite board ounted beside the s art board# In front of the %hite board sits a "odiu holding the teachers co "uter that is used to transfer aterial on to the s art board# There is also a s all des& %ith an El o on it# >n the very bac& %all is a

Grou"ing "atterns Scheduling

Classroo

arrange ent

TWS 1 Erica Davis Contextual Factors 1st Grade

horseshoe sha"ed table! %hich is co only %here the teacher sits# =ehind the table are ore shelves for storage# Also on the bac& %all is an air vent %ith a table sitting in front of it used for a %riting center# :ext to the %riting center is a reading center and also the classroo library# It has bas&ets and bas&ets filled %ith boo&s and a boo&shelf full of boo&s# There are t%o beach chairs in the center for students to sit in and en$oy a boo&# -igher on the connecting %all are cubbies that are storing ore boo&s? =elo% the cubbies are five co "uters# In addition! along the counterto" there is a sin& and cabinets# The classroo also has a restroo # In the iddle of the roo there are des&s grou"ed together# There are five grou"s total# Student Characteristics Age Gender 0ace'ethnicity S"ecial needs 7(2 4 boys 4 girls < Caucasian 2 African A ericans >ne child has Autis and there is a shado% in the roo to acco odate hi at all ti es# -e attends occu"ational thera"y! resource! and s"eech# T%o other students are also in s"eech# They are "ulled out of class t%ice a %ee& for ,5 inutes at a ti e# >ne other student also attends resource# In addition! a resource teacher co es in for ,5 inutes every day for inclusion# =eginning +evel *nd < %ee&s 1# 7 @ <1A 4 @ <,A *# 1 @ 155A 4 @ <5A ,# , @ <7A 4 @ <7A .# , @ <4A 4 @ <5A /# 1* @ <2A 14 @ <2A 7# 7 @ <5A 15 @ <5A 2# , @ 155A 4 @ <*A 4# , @ <4A

Achieve ent levels

TWS 1 Erica Davis Contextual Factors 1st Grade

+anguage +earning styles

7 @ <*A <# , @ <4A . @ <4A 15# 1* @ <4A 14 @ <<A 11# , @ <4A 15 @ <4A 1*# , @ <4A 15 @ <,A 1,# 7 @ 155A 15 @ 155A 1.# 1* @ </A 14 @ <2A 1/# 1* @ <7A 14 @ <2A 17# :o beginning score 4 @ <1A English is the s"o&en language for all of the students in the classroo # This "articular class is a transitional class! eaning that they ca e fro the botto level of &indergarten into first grade# Therefore! their attention s"ans are very short# The teacher tries to do hands on lessons but any &ind of aterials easily distract students# 1ost ti es the lessons are co "leted on %or&sheets and are auditory through interactive read alouds#

Instructional implications This "articular first grade classroo is a transitional classroo # 1eaning they %ere the botto of the bunch at the end of their &indergarten year# They %ere not 6uite "re"ared for first grade %or&# All of these students have been grou"ed together so that they can continue %or&ing at a slo%er "ace than other first graders and they are still learning and "racticing any &indergarten ob$ectives as they venture into first grade aterial# So e students in the class are on a lo% reading level and others have already co "leted and sur"assed the first grade reading level! as you can see in the chart above in the category labeled achieve ent levels# While "lanning lessons and during instruction! I %ill need to acco odate for this %ide range of reading levels# If %e are %or&ing in grou"s! dealing %ith boo&s and reading it %ill be better to "lace students %ho are on the sa e reading level together# In other situations! it ay be better to have a high and a lo% student together so that the lo%s do not fall behind and can %atch the higher student

TWS 1 Erica Davis Contextual Factors 1st Grade

to gras" conce"ts# In addition! this class has a very short attention s"an and %iggle throughout the day# They are easily distracted# Therefore! lessons need to be short and if I use any ani"ulatives they %ill not be "assed out until it is ti e for the to be used and %ill be ta&en u" i ediately after use# These students are continuously sitting# This contributes to their %iggles# If this %ere y classroo ! I %ould incor"orate ore brea&s %ith song and ove ent# In the class there are t%o resource students and one student %ho is li&ely to be in resource after his "arents give "er ission for hi to be tested for a learning disability# >ne of these students has autis # The other is classified in >ther -ealth I "air ents under A#D#D# The student %ith autis has a shado% that is %ith hi during the ost of the day besides lunch and s"ecial areas# She hel"s hi stay focused on his school%or& and hel"s hi co "lete it# All of three of these students sit in a grou" together so she also hel"s the others# This one acco odation is extre ely hel"ful# These students %ill need ore one on one attention fro e and re inders to stay focused on their school%or&# In addition! they %ill have so e%hat lo%er ex"ectations fro e# For instance! if I give the class ten ath "roble s to co "lete I %ill be satisfied %ith this grou" co "leting about six "roble s# T%o of these students have horrible hand%riting# If I a testing for co "rehension! it %ill be easier for the to orally ans%er e rather than have a %ritten assign ent li&e others#