Context for Learning Information

Context for Learning Information Directions: Respond to the prompts below relative to the type of field
experience you are taking. The targeted instruction will be the focus of the field experience (ex: general,
social studies, math, reading, science, etc.)

About the School Where You Are Teaching

1. In what type of school do you teach?
Elementary school: [✓]
Middle school: [ ]
Other (please describe): [ ]

Urban: [✓]
Suburban: [ ]
Rural: [ ]

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.

The classroom setting is an LLD room with two assistant teachers.

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 strategies, or standardized tests.

The class follows the Fundations Wilson Language Training Level 1 curriculum and
enVision math curriculum, however there is no specific time frame that the curriculum
needs to be covered by. The flexible classroom setting revolves around the students
pacing/needs rather than a required curriculum or planned pacing.

About the Class Featured in This Assessment

1. How much time is devoted each day to the targeted instruction (literacy, math, science,
social studies, etc.) in your classroom?
Literacy takes 2 hours and 15 minutes, Math takes 1 hour and 30 minutes, Science
and Social Studies takes 40 minutes, and Specials take 40 minutes.

2. Is there any ability grouping or tracking? If so, please describe how it affects your class.

Yes, there is ability grouping, which is mostly seen being used in math. This helps by
making teaching strategies more efficient with targeting small groups.
3. Identify any textbook or instructional program you primarily use for the targeted instruction. If
a textbook, please provide the title, publisher, and date of publication.

There are a variety of different textbooks and instructional programs used such as
Fundations Wilson Language Training Level 1 Student Notebook and Composition
Notebook (2002), Fountas and Pinnell Literacy, enVision Math, and Sonday (used in
individual pull-out groups).

4. List other resources (e.g., electronic whiteboard, classroom library or other text sets, on-line
professional resources) you use for instruction in this class.

Some resources in the classroom include electronic whiteboard, chromebooks,

classroom library, as well as online resources and educational websites connected to
the specific textbooks they use (ex. XtraMath, Freckle, Espark, and Google Classroom).

About the Students in the Class Featured in This

Assessment 1. Grade level(s): [ 3 and 4 ]
2. Number of
 students in the class [ 12 ]
 males [ 9 ] females [ 3 ]

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. Some 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).

Student with Specific Learning Needs

IEP/504 Plans: Number of Students Supports,

Classifications/Needs Accommodations,
Modifications, Pertinent
IEP Goals

Communication Impaired 6 Allow extra time for task

completion, allow for
repetition of directions,
provide oral as well as
written
directions/instructions,
refocusing and redirection,
and use graphic organizers.
Specific Learning
Disabilities (SLD)
Autism Spectrum Disorder
(ASD)
Multiple Disabilities (MD)
Other Health Impaired (OHI)
Other Learning Needs
English as a Second
Language (ESL)
2 Break down tasks into
manageable units, use of
checklists, allow use of a
computer, preferential
seating, provide
opportunities for peer
interaction, and simplify task
directions.
1 Provide hands-on learning
activities, discuss behavior
issues privately with
students, encourage
students to self-advocate,
provide a highly structured
and predictable learning
environment, establish and
maintain eye contact when
giving directions, stand in
proximity to students to
focus attention, and
communicate with
supportive personnel.
1 Color code important
information, assign peer
buddies and small group
instruction, small group
administration of
quizzes/tests, and modify
pace of instruction to allow
additional processing time.
2 Additional time to complete
classroom quizzes/tests,
frequently ask questions to
engage students, and
modify curriculum content
based on the student's
ability level.
Number of Students Supports,
Accommodations,
Modifications
3 Frequently check for
understanding, provide a
word bank for
fill-in-the-blank tests, use a
consistent daily routine,
provide multisensory
teaching approach to
facilitate the acquisition of
phonics, and pre teach new
vocabulary.