VANCOUVER ISLAND UNIVERSITY FACULTY OF EDUCATION

Year 5 B.Ed PRE-LEARNING ASSESSMENT (PLA) ELEMENTARY

PART ONE - SCHOOL CONTEXT
(BLANK FORM to be printed and filled out OR save as word document and print)
Some of this information can be gleaned from your school website or school handbooks.
For important information about the community I would suggest connecting to: STATSCANADA website:
http://www.statcan.ca/english/edu/index.htm
Community Context
1. Describe the significant features of the community in which the school resides and how the community
impacts the students and their learning. Also discuss with your sponsor how you are to interact with parents.
This schools community has been unique to any community I have been a part of. The teachers are all very
close, it seems they are all very similar in age, interests, and experience. The teachers go on teambuilding trips,
bonding excursions, and Friday night beverages after a week of hard work. This community is very inclusive
and encouraging to young teachers like me. I am the only student teacher at my school, and they are all very
willing to include me in conversations and meetings. As for the kids, they are also very great together. I really
found the school has worked hard to encourage the older kids to mentor the little ones. My kindergartners
really look up to the older grades; it is remarkable to see how the older kids love to help the younger ones
whenever they can. Beginning and end of the day, we have peer helpers come in to help our students get ready
for the day, and get ready to go home. They even come in before recess at times to help the students put their
jackets on, and their outside shoes.

School Context
2. In conversation with your sponsor find out about school routines, processes or school wide programs that
will impact on your management of your class in the school. List below in point form:
There are a few simple management strategies used school-wide. One that is really important and really useful
is the timer. I am still getting used to using this, but it is a timer that looks like a clock. We set the timer during
work periods, when the timer rings the students recognize this as a change in activities. It is a sort of
conditioning that is done from kindergarten. All teachers that I have seen use this timer technique. It is a soft
ring that just lets the kids know they are allowed to switch. This also encourages students to look at the clock
and know how long they have left in this period. This alleviates the questioning when is recess? or when can
we go to centers? Between the timer and the schedule on the board, students are to not ask the teacher what is
next. Another technique used is the use of music during work periods. I am not sure if only my teacher uses
this, or school-wide. However, I love it, and it works great. We put on spa music, or educational French songs.
It all depends what mood we want to set. The kids love it. Both this management strategies I will keep up,
because I truly believe they help with the mood of the classroom.
/var/www/apps/conversion/tmp/scratch_2/317442471.rtf
New: Sept. 2015

Page 1

VANCOUVER ISLAND UNIVERSITY FACULTY OF EDUCATION

Discuss safety and emergency routines with your sponsor and concerns about first aid and medicines that may
impact on your class and identify in point form below:
(Include fire, earthquake and lockdown procedures as well as anaphylaxis concerns if any)
Due to the fact that my kids are in kindergarten, they are new to drills. They have now done fire drills,
earthquake drills, and lock down drills. The kids are getting good at the fire and earthquake drills. The lock
down drill, they have only done once. We had to stress how serious it would be if this were to actually happen.
The first practice one we did, the students tried to pack up their lunch bags before hiding. The second time we
did it with the whole school, the students were a lot more successful. As for allergies, there is no one in the
school who is anaphylaxis. The school is not a nut-free school at the moment. Apparently they have not need
to do this in quite a while. Though there are some students with some allergies in the school, the students just
know it is practice to wash our hands before and after eating.

Year 5 B.Ed PB PRE-LEARNING ASSESSMENT (PLA) ELEMENTARY

PART TWO - CLASSROOM CONTEXT
Classroom Management Procedures:
3. Discuss class routines for attendance, transitions, handing out and collecting materials and note any key
points below: Who else interacts with the class admin, prep time teacher etc.,
Refer to Classroom Management document for detailed description of routines of attendance, transitions,
handing out and collecting, and other points.
As for prep time, my teacher has music, and library as preps. This is standard for each teacher. Another prep is
when we get a guest teacher in twice a week to teach the students manners in English
Interaction and discipline:
4. Discuss how discipline is managed in the classroom, key routines, how student attention is gained and other
class processes that you will need to be aware of and make notes below:
Students are rarely needed to be disciplined. If a student is acting out, the talk of needing to move them, is
usually enough to get them to stop. They are young and still getting used to the whole routine of things, but
because these routines are drilled into them every day, they are reminded how to act. When it comes to walking
in the hallways, the kindergartners are always the quietest, because they know if we arent quiet, we will do it
over and over until it is done right. This often gets lost in the older grades, teachers dont enforce the fact that
they will gladly waster the kids fun activities retrying simple routines, just so we know how to do it properly.
There are a few moments when the kids dont understand boundaries of other kids, these moments are when
they could be disciplined. My teacher has sent a few kids to the principal for hitting other kids. In my line of
work outside of practicum, I dont have a principal to fall back on. So I use the fact that I will inform their
parents. Also I use that they cant play with that friend for the rest of the day. I use techniques that usually get
the kids to think about why they thought that was a good idea, and reflect on how that would make them feel if
/var/www/apps/conversion/tmp/scratch_2/317442471.rtf
New: Sept. 2015

Page 2

VANCOUVER ISLAND UNIVERSITY FACULTY OF EDUCATION

that happened to them. I dont like to send them to the principal, because he has other things to do than solve
my kids problems. However, the option is there if the circumstance calls for it.
Assessment & Evaluation
5. Have an assessment conversation with your sponsor and describe below what your sponsor expects from
you in terms of assessment and common routines for providing feedback to students and for gathering
observation data and formative assessment routines that you will be using. Remember you are a guest and
are bound to follow the wishes of your sponsor. Identify below what routines you will follow briefly. This
will be covered more fully in the planning and assessment section of the framework binder.
In terms of assessment, my teacher expects for me to be responsible for making sure the students complete the
work I do with them. With this grade, the students have to be able to show that they have met the learning
intention, and completed what was set in the criteria. The students are good with being pulled from centers to
finish up a little task here and there. Their art is put outside of the classroom for display, then put in their art
portfolios to take home at the end of the year. Their journals are stamped with a date and sticker if it is
complete and up to standards. I have not been shown where to put any marks or grading. From what I
understand, my teacher just does a lot of observation, and when it comes to parent-teacher meetings or report
cards, she has proof for parents to see.
6. What other information will help you during your school experience?
Other important information I am curious to find out is from my principal, I am looking to sit down with him
and get him to watch me teach during this practicum. I am also looking to make note of questions I have for
him and have a conversation with him over any questions I have still to be answered. I want to get the most out
of this final practicum, and achieve lots of learning.

/var/www/apps/conversion/tmp/scratch_2/317442471.rtf
New: Sept. 2015

Page 3

VANCOUVER ISLAND UNIVERSITY FACULTY OF EDUCATION

Year 5 B.Ed PRE-LEARNING ASSESSMENT (PLA) ELEMENTARY

PART THREE (A.) - INDIVIDUAL LEARNERS
Collect information about each individual learner in the class with respect to: level of literacy, numeracy and
social responsibility; strengths and/or special needs.
I dont believe this is the best way to judge students on where they are at, but each has strengths and
weaknesses. I chose to do a scale of 1-5 for the students. The classic 1-4 doesnt even begin to put students on
a range. Each student has a unique statement written about them in the Strengths and Special Needs column.
This is a little more personal, this is also more along the lines on how a students report card would be
represented in reality.
1- Not meeting expectations. This student is struggling in this subject; they need constant assistance and
guidance to complete tasks.
2- Approaching expectations. This student is showing some understanding of this subject, they still need
selected guidance to complete tasks.
3- Meeting expectations. This student is showing they understand the subject and can complete the tasks
with no extra guidance.
4- Pushing expectations. This student is requesting more tasks in this subject, and is showing great
understanding of the subject.
5- Expanding their learning. This student is showing they can recognize this subject in other subjects. This
student pushes boundaries and excels in this subject.
Name
Ev.Bo

Literacy
3

El.Ch

So.Ch

Ke.Co

Br.Da

Ev.Di

Si.Ha

Sc.Ja

So.Jo

La.Ki

Numeracy Social Strengths/ S.N

3
2
Student is strong in making connections, and good in most subjects. Student
struggles with interactions, has autism and a full time E.A.
2
2
Student is showing good progress in literacy skills from the beginning of the year.
Student struggles with numeracy and French skills.
5
4
Student excels and pushes boundaries in numeracy, can identify numbers with
ease, and is starting to show understanding of addition and subtraction.
3
4
Student is strong in literacy skills and social responsibility. Student is always the
first to offer a helping hand. Student is competent in numeracy, but working on
expanding learning.
3
2
Student is keeping up great with all tasks given. Struggles sometimes with
interactions with other students.
2
3
Student is doing very well with French skills and literacy skills. Student is
steadily working on improving strength in numeracy skills.
2
2
Student has a speech difficulty, but has improved drastically from the beginning
of the year. Student is doing great in numeracy skills.
3
2
Student is strong in numeracy skills, practices at home a lot, and it shows.
Student is still working hard on improving simple literacy skills. Student
struggles with maturity level compared to peers, sometimes this trumps
interactions with others.
3
4
Student has a lot of parental involvement and practice of skills at home. Student
is strong in most subjects, but is timid to ask questions if things get confusing.
4
4
Student is not afraid to ask questions, and follows along great to instructions

/var/www/apps/conversion/tmp/scratch_2/317442471.rtf
New: Sept. 2015

Page 4

VANCOUVER ISLAND UNIVERSITY FACULTY OF EDUCATION

Fr.Ku

Be.Lo

Ol.Ma

Pe.Ma

Ta.Ma

Ca.Me

Na.Ra

Mo.Si

Ad.Sn

Ko.Th

Er.Vo

Rh,Wi

given. Student needs to work on expanding learning in literacy.

Student has a few languages on the go, but is a great learner, consistently pushes
boundaries to improve in literacy. Lets try that same passion and focus on
numeracy.
Student is doing great in literacy skills, Student struggles in numeracy, some
social interactions, and staying on task.
Student is very competent in both, literacy and numeracy skills. Student
however, struggles with staying on task during work periods.
Student is very good with literacy and numeracy skills. Student sometimes
misses social cues from peers, and can work on this in the classroom and on the
playground.
Student shows great progress in literacy skills. Student is showing the transition
to doing the same towards numeracy skills as well. Student has weak fine motor
skills, recommended fine motor centers are great practice.
Student is strong in most subjects. Student can work on socializing during play
periods, however, is very content in own space.
Student is a great volunteer to help the teacher whenever. Student needs to put
the same enthusiasm into work periods. Student will often offer to help with a
job over doing work that should be worked on.
Student is competent in most subjects, and is showing great progress on the road
to pushing our boundaries in learning.
Student is another great helper, always willing to help. Student can easily be
directed back to work, and stays focused.
Student excels in literacy skills, and surpasses grade level. Student is working on
staying on task when directed.
Student is very strong in literacy skills. Student is showing good progress in
working towards stretching learning in numeracy skills.
Student is very competent in most subjects. Student is very quick to pick up new
concepts. Student is working on staying on task for longer periods of time.

/var/www/apps/conversion/tmp/scratch_2/317442471.rtf
New: Sept. 2015

Page 5

VANCOUVER ISLAND UNIVERSITY FACULTY OF EDUCATION

Year 5 B.Ed PRE-LEARNING ASSESSMENT (PLA) ELEMENTARY

PART THREE (B.) - CLASS REVIEW
Class Review
Teacher:
Class:
Classroom Strengths: What are the strengths of the class? What are the positive things about this group
as a whole?
This group shows great strengths in helping one another and following instructions. Due to the fact that we
practice routines so much, the students really understand expectations.
Classroom Needs: What are your concerns about the class as a whole? What accommodations will you
need to make in your planning or managing the class based on the needs of the class as a whole?
The classroom could use a little more structure during play periods. At times we do free play, there is no
need for extra structure, the students take this opportunity to explore. However, during centers, the students
could use more structure getting to their center. A lot of the time, the centers are set out, and they are told to go
pick a center all at once. For myself, I would spend the time picking a few at a time and rewarding those who
were patient and quiet during this process.
How will you develop a rapport with this class what are the key considerations?
Relationships are huge at any age, but particularly important at such a young age. That needs to be
established before they put trust in you to be in charge of directing their learning journey. It is also very easy to
become a friend to them, but this is why that relationship id important to establish who you are to them.

Medical

Language
Learning
Socio-Emotional
Other

Individual Concerns
What are the individual needs in your classroom?
-1 student diagnosed with autism, to be cautious of his outburst for the safety of other
children. He has a full time EA, and is very cooperative 90% of the time.
-1 student cannot consume much sugar at all. So avoid treating kids with sugary treats.
Students are also not allowed to share their food because of this
-1 Student has speech difficulties. This student has struggled since birth. Student has
shown immense progress from starting school, and is not a concern that he will catch up
very quickly.
-No learning disabilities that a prominent at this point.
-School is in a lower income area, but because it is a French Immersion school, students
travel from all over town. There are not many students who come to school with
improper clothing or food. Families are on average on the wealthier side.
-School is welcoming to all socio-economic, medical, language, and learning varieties.
It just seems that it is less divers because of the waitlist involved to get in. Parents have
to give up days of work to be in line at the beginning of Kindergarten. Low socioeconomic families tend to struggle with making this possible.

/var/www/apps/conversion/tmp/scratch_2/317442471.rtf
New: Sept. 2015

Page 6

VANCOUVER ISLAND UNIVERSITY FACULTY OF EDUCATION

Year 5 B.Ed PRE-LEARNING ASSESSMENT (PLA) ELEMENTARY

PART FOUR - IMPLICATIONS FOR PLANNING
Given what you now know about your class - summarize the most important implications that you draw from
this assessment that will be of critical importance to your planning and teaching. Specifically, what adaptations
will you make in your planning and your management of the class now that you have this specific information?

My most important implications include:

-Keeping most routines the same, I enjoy how it is run

-Dont be afraid to push the envelop with challenging these kids.
-Ask questions and get the most out of this experience.
-Be as inclusive as possible to the struggling learners.
-Build relationships
-

/var/www/apps/conversion/tmp/scratch_2/317442471.rtf
New: Sept. 2015

Page 7