Signature Assessment Part I: Section A – Learning Context

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Name: Emily Bennett Date: 08/23/2022

UWA Course: Field Experiences III Telephone: 251-259-7567

School: Saraland Early Education Center Grade: Kindergarten

Teacher: Dana Parker Subject: Reading

General Directions: Teacher candidates must complete the Signature Assessment: Planning and Assessment
that demonstrates their knowledge and understanding of the teaching and learning process. The assessment is
composed of 2 parts. Each part has 2 sections. The teacher candidate should become familiar with the
complete assignment before beginning each part or section.

Part I: Section A Directions: The teacher candidate will collect the necessary information needed to plan,
teach, and assess a lesson remembering that teaching begins with knowledge of the learners. In this process,
the teacher candidate will describe the context for learning using the following prompts. Part I: Section A
should not exceed four pages, including prompts (12-point font, Times New Roman).
Text boxes have been provided to help evaluators identify the information more quickly. If you need more
space, you may expand the text box to fit your needs.

About the School Where You Are Teaching

1. In what type of school do you teach? (i.e. preschool, elementary school, rural, urban, etc.)

I am going to be teaching in a Kindergarten class in an Elementary classroom. This school is a City

school. This school is also a TITLE 1 school.

2. List any special features of your school or classroom setting (i.e. charter, co-teaching, classroom aide,
bilingual, team taught with a special education teacher) that will affect your teaching.
In my classroom, there will be a classroom and some kids with IEPs, but this should not affect my
teaching the other students. I will have to modify lesson plans for students that struggle.

3. Describe any district, school, or cooperating teacher requirements or expectations that might affect your
planning or delivery of instruction, such as required curricula, pacing plan, use of specific instructional

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strategies, or standardized tests.

On Fridays we will standardize testing that will take place during class, but this should not affect my
teaching time. All curriculum in literacy and math parallels the Common Core State Standards and all
other subjects are working towards the CCSS as well. Classroom instructional strategies include co-
teaching, small groups, pair work, and direct instruction

About the Class

1. How much time is devoted each day to the subject (focus) of your instruction in the classroom?
Each day I will have about 45 minuets for my subject in my classroom.

2. Is there any ability grouping or tracking utilized for the subject (focus) of your instruction? If so, describe
how it affects the class.
I will have inclusion They all learn the same material but at different paces with different supports.
This tracking affects my class as my focus class is an inclusion class. Therefore, I need to think about
differentiation as I prepare my lesson for this class.

3. Identify any textbook or instructional program primarily used for the subject (focus) of instruction in the
setting. If a textbook, provide the title, publisher, and date of publication. The plan must rely on resources in
addition to the textbook, but the textbook may be referenced and used. List other resources (i.e. electronic
whiteboard, hands-on materials, online resources) used for the subject of instruction in the class.

We will use AlaKids and sounds and symbols early reading program for our instructional program. In
conjunction with Alakids and symbols early reading program, I will be using work sheets, online
learning resources, Iready and promethium board for my instructional time.

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About the Students in the Class
1. Grade-level(s): k

2. Age range: 5-6 years old

3. Number of children in the class: 15

4. Describe the demographic make-up of the classroom (i.e. girls, boys, ethnic background, religious
affiliations, racial identifications, etc.)

In this class We have 15 students, we have one white female, five male African American males and 9 White
males.

5. Describe evidence of what students know, what they can do, and what they are still learning to do.

The students know how to count to twenty ABC’s, every morning the instructor does morning stretches
with students in circle time and they recite the ABC’s and count to 20. Students are still learning how
to read thoroughly, put sounds and letters together to make words.

6. Describe personal, cultural, and community assets related to the central focus. (What do you know about the
students’ everyday experiences, cultural and language backgrounds and practices, and interests?

Within the classroom, students are provided the opportunity to practice their writing daily. All of the
students use English as their first language.  While the students are provided with several opportunities
to practice their writing skills in the classroom many of the students are interested in writing through
drawing pictures as they do not yet have an extended written vocabulary.
7. Consult with your cooperating teacher to complete the 3 tables below to encapsulate required or needed
supports, accommodations, or modifications for children within the setting that will affect your instruction. Be
sure to consider the variety of learners who may require different strategies/supports or
accommodations/modifications to instruction or assessment (i.e. children with an IEP or 504 plan, children with
specific language needs, children needing greater challenge or support, children who struggle with reading,
children who are underperforming or have gaps in academic knowledge, children who are at different points
along the developmental continuum).

I have consulted with my cooperating instructor and I will have to be prepared with other strategies and
supports that will help these students learn with disabilities.

Children with IEPs/504 Plans

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 EPs/504 Plans Number of Supports, Accommodations, Modifications,
Classifications/Needs Children Pertinent IEP Goals
Break concepts apart into one piece at a time. Read text out loud with
IEP 2
students while providing written text as well. check and confirm/extend
student understanding of instructions and tasks

Children with Specific Language Needs

Language Needs Number of Supports, Accommodations, Modifications

Children
Struggling readers Break concepts apart into one piece at a time. Read text out loud with
3
students while providing written text as well. check and confirm/extend
student understanding of instructions and tasks

Children with Other Learning Needs

Other Learning Number of Supports, Accommodations, Modifications

Needs Children

ADHD Refocus, redirection, check for understanding, special seating

3
arrangement

Partial hearing loss in Having visual cues, looking at teacher or person talking, calling his
1
right ear name before instruction, seating closest to where teacher instructs,
eliminating large noise sources and background noises, educational
assistant to help keep him focused specifically during literacy.

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