Context for Learning Information Directions: Respond to the prompts below (no more than 3

single-spaced pages, including prompts) by typing your responses within the brackets following each
prompt. Do not delete or alter the prompts; both the prompts and your responses are included in the total
page count allowed. Refer to the evidence chart in the handbook to ensure that this document complies
with all format specifications. Pages exceeding the maximum will not be scored.

NAME: Nickteloy Lopez

1. In what type of school do you teach?

Elementary school: [X ]
Middle school: [ ]
High school: [ ]
Other (please describe): [ ]
Hospers Elementary serves around 240 students K-5 and their families. The staff
encourages parent participation throughout the school year, enlists volunteers in their
classrooms, and supports family involvement in order to establish a positive
relationship between school and the home. Test scores at this school are far above
the state average, suggesting that most students at this school are performing at or
above grade level.
Urban: [ ]
Suburban: [ ]
Rural: [X ]
Hospers is a town in Iowa with a population of 710. Hospers is in Sioux County. Living
in Hospers offers residents a rural feel and most residents own their homes. The
median household income is $62,159 and many families that live in Hospers tend to be
conservative. The public schools in Hospers are highly rated. The largest Hospers
racial/ethnic groups are White (87.3%) followed by Hispanic (12.1%) and Two or More
(0.6%)

2. List any special features of your school or classroom setting (e.g., charter, co-teaching,
themed magnet, classroom aide, bilingual, team taught with a special education teacher) that
will affect your teaching in this learning segment.

[Hospers Elementary teachers have an effective PLC approach. They collaborate with
each grade group to deliver best teaching practices and content. Collaboration amongs
teacher is encourage and supported by administration. I believe this school success is
directly affected by their emphasis on collaboration. There is constant reflection about
lesson delivery and teachers share what has worked and where they could be more
effective. This special feature helped me with my the planning and delivery of my lesson
and it allowed me to get familiar with the people that I was working with ]
3. Describe the physical facilities (e.g., regular classroom, specially equipped art room,
portable, storage space), materials, and equipment (e.g., easels, potter’s wheel, kiln) available
to you for the learning segment.

[One of the main special equipment in this classroom was the interactive TV. There are
only about three teachers that have this newer technology in the entire district. I was
able to learn how to utilize this amazing tool to enhance my lesson delivery and student
interaction. The classroom was also close to the material room and it had a washing area
in the classroom which helped tremendously when it was time to wash up for lunch or
after a messy activity. ]

4. Describe any district, school, or cooperating teacher requirements, expectations, or

scheduling that might affect your planning or delivery of instruction, such as required curricula,
pacing plan, use of specific instructional strategies, or standardized tests.

[ Cooperating teachers are required to follow specific curriculum and to be able to

collaborate with staff and in PCL groups. Grade groups take responsibility for different
tasks such as planning for a specific subject, creating slides or worksheets, and making
copies for the group. In PLC cooperating teachers are expected to reflect on lessons for
the past week and share what worked and what didn’t. It is expected that the cooperating
teacher has high collaboration skills and content knowledge.]

About the Class Featured in This Assessment

1. How much time is devoted each day to Reading instruction in your classroom?

[ Reading curriculum is taught daily. The reading block is 40 to 45 minutes long in which
we introduce reading strategies to enhance reading comprehension. First 20 minutes of
class consist of talking about strategies to focus on and introduction to text. The second
part consist of application of these strategies in independent reading and assigned
readings. ]

2. Identify any textbook or instructional program you primarily use for Reading instruction. If a
textbook, please provide the title, publisher, and date of publication.

[ The curriculum used for Reading instruction is “Making Meaning” by Center for the
Collaborative Classroom, third edition. This curriculum includes a teacher’s manual and
an assessment resource book. ]

3. List other resources (e.g., electronic whiteboard, hands-on materials, online resources, art
posters, slides of artwork, and/or materials for art production) you use for visual art instruction in
this class.
[ There is an interactive TV in this classroom. This TV is helpful in lesson delivery and
instruction. For my lesson, I had premade slides pertaining to the book that we were
reading. The slides displayed focus and comprehension questions. The slides also
contained transition songs that were linked and I have easy access to and links to
attendance and lunch count. Tabs that I need for other subjects can be opened prior to
class starting which helped me stay organized and utilize time for instruction rather than
transition or set up. I was also able to type or draw directly on the page displayed which
is tremendous help when brainstorming with students. ]

About the Students in the Class Featured in This Assessment

1. Grade level(s): [ 3rd ]

2. Number of

¡ students in the class [20 ]

¡ males [11 ] females [9 ]

3. Complete the chart below to summarize required or needed supports, accommodations or

modifications for your students that will affect your instruction in this learning segment. As
needed, consult with your cooperating teacher to complete the chart. The first two rows have
been completed in italics as examples. Use as many rows as you need.

Consider the variety of learners in your class who may require different strategies/supports or
accommodations/modifications to instruction or assessment (e.g., students with IEPs or 504
plans, English language learners, struggling readers, underperforming students or those with
gaps in academic knowledge, and/or gifted students needing greater support or challenge).

Students with Specific Learning Needs

IEP/504 Plans: Number Supports, Accommodations,

Classifications/Needs of Modifications, Pertinent IEP
Students Goals

Struggling readers 7 I have several students that

attend Title 1 daily. This is
completed in two sessions. One
session in the morning,
 consisting of 2 students and the
second session in the afternoon,
consisting of 5 students. I also
follow a reading intervention in
the classroom everyday to help
those students become better
readers. The curriculum that I
follow is called “Reading
Naturally” students choral read,
time eachother, answer
comprehension questions to
short passages in pairs. Each
student does this while the class
has IDR.

Students on IEPs or Ell 0 I do not have any students on

students IEPs or any English Language
Learners.

Other Learning Needs Number Supports, Accommodations,

of Modifications
Students