You are on page 1of 7

CLASSROOM CONTEXTUAL FACTORS 1 Classroom Contextual Factors

Gender

Mrs. Barretts Kindergarten classes have thirty-six students. In the morning class, there are five girls and twelve boys. The students are all either five or six years old. The students get along well with each other.

14 12 10 8 Boys 6 4 2 0 Boys Girls Girls

Source: Mrs. Barrett Classroom Teacher

Ethnicity

CLASSROOM CONTEXTUAL FACTORS

In Mrs. Barretts morning class, there are sixteen students who consider themselves as Caucasians. There are two Hispanic students. There is one student who is an African American.

Ethnicity
2

Caucasian Hispanic

32

Source: Classroom Teacher Mrs. Barrett Exceptionality

In Mrs. Barretts morning class, there are three students who receive speech therapy services. These students receive speech services on Tuesday and Thursday. All of these students have Individual Education Plans ( IEP) . There are five students that attend Optional Extended Kindergarten.

CLASSROOM CONTEXTUAL FACTORS 3

Exceptionalities
High Learners , 4

OEK, 5 Speech, 3 No Special Needs, 28

Source: Mrs. Barrett Classroom Teacher Language Proficiency

In Mrs. Barretts morning class, there are two English Language Learners. These students are both on a WIDA level two. All of these students speak Spanish.

Academic Knowledge

The majority of the students in the class attend school regularly. There is an ELL student who rarely attends school. He falls behind in math and language arts because he rarely attends school. There are currently four students on a daily behavior plan. There are three boys and one girl. Two of these students are high learners, but are immature for their age. One student is on the behavior plan because he refuses to work. There are only two students on a daily behavior plan.

CLASSROOM CONTEXTUAL FACTORS

These students have not attended very much school and are still learning school rules. During my unit, I will make sure that these students needs are met. I will make sure that my behavior students are separated. I will differentiate my instruction and students assignments for my unit. I will make sure to ask higher-level questions to my higher-level learners. I will also ask my ELL students questions to keep them involved in the lesson.

English Language Learners

The ELL students in my classroom are all on a WIDA level two. I want my students to be able to use language skills in the classroom. I want to get students involved in conversations by asking them questions. These students are on or beyond grade level. I plan on using Shelter Instruction Protocol in my lessons. I will make sure that these students have a model to copy from. I want them to be able to feel successful but still be able to complete grade level work. I will make sure that these students are paired with a medium learner. These students will sit on the purple table with an aide while they complete their pretest and posttest.

Multicultural Perspectives

CLASSROOM CONTEXTUAL FACTORS 5 I want my students to understand that different schools have different mottos. I want my students to understand that the American symbols are unique to America. I want them to know that Statue of Liberty was a present from France. The Statue of Liberty has parts that represent freedom, dignity and honor. I want them to understand that the statue represents friendship. I want my students to understand that many people from different countries came to America to start a new life. I want to emphasis that Americans have freedom.

Prior Knowledge

In the morning class, there are nine students who do not know their sight words. There are nine students who know all of their sight words. These students are working with me on first grade sight words. There are four students who are below level in reading. There are fourteen students who are on or beyond grade level reading. The Math benchmark showed that two students are below grade level in math. There are sixteen students on or beyond grade level in math.

Exceptionalities

There are two high learners in Mrs. Barretts Kindergarten class. These students are high learners in both reading and math. There are three students who have an IEP for speech. There are five Optional Extended Kindergarten students. When I

CLASSROOM CONTEXTUAL FACTORS

plan a lesson, I will keep in mind that I need to call on the high learners to participate. I need to make sure that these students are paired with students that can help them be successful. For example, I will pair the two high learners in each class together. I will add a extra credit question to the posttest to help stretch these students. I will have the students write sentences first. I will allow the students to work ahead for the American Symbols test. I want to give them a opportunity to be independent. I will ask the students high level questions. I will have them write the rules instead of drawing a picture.

To help my students with speech IEPs, I want to give my students opportunities to speak. I will call on these students often. I will make sure these students are participating with the class. Because I know that these students cannot say certain sounds, I will grade them differently for the pretest and posttest. To help my students who attend extended kindergarten, I will make sure they are writing correctly. I will make sure they are participating with the class. I will make sure they are singing and doing the actions with the class. I will make sure they draw pictures instead of writing sentences. I will walk around the room to help these students succeed.

Identify sub-groups of students

CLASSROOM CONTEXTUAL FACTORS 7 In the morning class, there are two ELL students who are on a WIDA two. There are two students who are high-level learners. There are four students who are struggling learners. I plan on making the accommodations I have listed above for the ELL students and the high level learners. In order to help my struggling learners, I plan on using the aide to help them complete assignments. These students struggle with staying on task. There are two students who struggle with writing. For these students, I will make sure that they have a model to copy. I will make sure to not let these students get away with not completing assignments.