Ginna Weatherford September 23, 2013 Sacerdote Contextual Factors A. Classroom Factors a.

Physical Features: When walking into the classroom, there are cubbies and hangers for book bags to the right. The desks are in groups of six. There are computer, reading, and writing centers in the classroom. Above the computers are eight shelves of books covered by curtains and organized by category. The room has many things like computers, smart boards, a carpet for whole group lessons, and a teachers desk in the back corner. b. Technology: The room has five computers, its own printer, the teacher's computer, and smart board. Mrs. Rogers said they are trying to earn enough money to buy iPads for the entire school. She said the school had a cart full of iPads, but Northside and Westview Middle School took the iPads for their new technology program called 50G. c. Equipment: In the writing center there are pencils, paper, and magnetic letters. Underneath one of easels there are tubs of whiteboards and clipboards. for all students. In the book center. there are shelves of books, chairs for the students to sit in, and a fuzzy rug. On each group of students' desk there are bins that holds things like pens, pencils, rulers, scissors, and glue. I also noticed a crisis kit in the classroom, which is similar to a first aid kit. In front of the smart board is a green cube seat. This seat is used to read to the children and explain worksheet so they can see them closer. Beside the cabinets there is also a rocking chair. I have not seen her use the rocking chair yet except to put library books on until they are taken back to the library. d. Resources: As I stated in the physical features the room is stocked with books. On the bulletin board for the class are a calendar, a weather chart, and how many days in school sticks. There are many posters around the room that can help children. One chart that really stood out to me was the wondrous word chart. These words consisted of beautiful gorgeous, very smart brilliant, and great stupendous. Five Finger Retells, sight words, poems, etc. also cover the room. e. Parent Involvement: When asking Mrs. Rogers about parent involvement I asked her to rate the involvement from a one to a ten and she rated it a two meaning pretty good. She said this year overall, with the exception of a few she has four main volunteers for the classroom and the school has a school improvement council. For the past few weeks the school has been doing a Boosterthon. This Boosterthon promoted the community to support the school by pledging money. The students would have a pep rally to boost the students to tell their friends and family to give money for the school! At the end of the fundraiser the students did a FunRun. For every lap they ran the school received more money. This money will be used to buy things for the school like iPads and more computers. This was one way for the community and parents to be a part of the school. f. Other Relevant Factors: Scheduling includes Mondays are library, Tuesdays are art, Wednesdays are music, Thursdays are P.E., and Fridays are Computer. The second graders have lunch at 10:50-11:20. The Class Pledge is, We can do anything at

school as long as we are safe, kind, responsible, respectful, honest, and learning. B. Students Characteristics a. Class Information Class Information Name M/F Race Age Amara Hill Female African American 7 Andrew Male White 7 Witherspoon Aubrey McDade Female White 7 Carson Nave Male White 7 Charleston Grimes Female African American 7 Christian Samuel Male African American 7 David Acosta Male White 7 David Molina Male Spanish 8 Deterrious Gray Male African American 7 Emma Cogburn Female White 7 Fontravious Male African American 9 Wiliams Jackson Williams Male White 7 Jalece Morton Female African American 7 Jerry Zou Male Asian 7 John Bryan Male White 8 Kassidy Gravely Female White 8 Kendreka Dunlap Female African American 7 Kyra Parks Female White 7 Lauren Griggs Female White 7 Leighana Wrenn Female White 7 Lowry White Female White 7 Travious Qaurles Male African American 7 Zachari Williams Male White 7 Total: 23 (11 females and 12 males) What do the children ride home and to school in? Car Bus Daycare 14 7 2 Special Needs Children ESOL: David Molina & Jerry Zou Speech: Carson Nave & Christian Samuel RTI: Kyra Parks, Christian Samuel, John Bryan, & David Molina Fontravious has a disease called Myasthenia Gravis b. MAP Testing: Reading 175 or below (very below average) 12 176-183 (Below average) 4

184-188 (average) 189+ (above average)

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C. Instructional Implications a. In the classroom I will need to make sure that we are guiding are lessons to what children need. This information that I have gathered will allow me to know how students learn best and how to teach them. I have been observing Mrs. Rogers and watching students responses to certain subjects and amazed at what you learn sitting back and watching. Since I have not had very long to gather a lot of information I plan to continue to add to my teaching factors in ways like pre-assessment, MAP scores in Math, and interest inventories. b. While observing I have noticed the students passion for reading. They seem to respond very well and are very engaged with read alouds. So, with my lessons I plan to incorporate read alouds for my lessons sometimes for engagement. I think that since we have twelve students that are below average for MAP scores we need to have more read alouds and interactive read alouds to increase these scores. From observing I also noticed that the children did not get many engagement in science lessons. I am hoping I can make them excited for science as well. Since I have two ESOL students and four RTI students I need to make sure that instructions are clear and understandable. I will also need to accommodate lessons that have extra activities for early finishers for the students who scored above average on the MAP testing.