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Open Court Reading Program, SRA/McGraw-Hill, 2005. (REQUIRED) 9. What other major resources do you use for instruction in this class? My cooperating teaching and I use a lot of novels, online resources, graphic organizers for literacy instruction. Context Commentary Please address the following prompts. (REQUIRED) 1. Briefly describe the following: - Type of school/program in which you teach, (e.g., middle/high school, themed school or program) - Kind of class you are teaching (e.g., third grade self-contained, sixth grade core English/social science) and the organization of the subject in the school (e.g., departmentalized, interdisciplinary teams) - Degree of ability grouping or tracking, if any I am teaching at a public K-6 elementary school. The school is located within a predominantly low-socioeconomic status neighborhood given the fact that there are many low-income housing/rentals and “For Sale” signs. While the neighborhood surrounding the school is quite impoverished, there are many community resources like ethnic supermarkets, restaurants, clothing stores, schools, parks, Boys and Girls Club, district office that the school can take advantage of to support their students. I am teaching in a sixth grade self-contained classroom. All core subjects (English Language Arts, Mathematics, History/Social Science, Science) are taught within the classroom except English Language Development (ELD) and Physical Education (PE). For ELD, students are grouped by ELD levels and spend 30 minutes with another teacher everyday. In regards to PE, my students have PE twice a week for 40 minutes with the school’s PE teacher. In my classroom, the students are grouped by abilities. For example, when my cooperating teacher (CT) and I regroup the students, we try to best group students using a number of key factors. Some of the factors are: academic, social, gender and race/ethnicity to create groupings that will support all of their strengths and areas of improvement. 2. Describe your class with respect to the features listed below. Focus on key factors that influence your planning and teaching of this learning segment. Be sure to describe what your students can do as well as what they are still learning to do. (REQUIRED) 2a. Academic development
Consider students prior knowledge, key skills, developmental levels, and other special educational needs. (TPE 8) The students have been working on the Unit “Taking a Stand” where they are learning about heroes from across the United States and around the world. Students were paired up and given a hero to research and learn why exactly they are considered heroes and what courageous actions they took. Thus, students have been learning about what “taking a stand” really means and the sacrifices their heroes had to make to stand up for what is right and wrong. As a part of their research, students were expected to give an oral presentation and to help them with their speeches, they were given outlines that they would fill-in with information that they would need to present. Therefore, through this process they were developing their critical thinking and writing skills that would be appropriate for my learning segment. (REQUIRED) 2b. Language development Consider aspects of language proficiency in relation to the oral and written English required to participate in classroom learning and assessment tasks. Describe the range in vocabulary and levels of complexity of language use within your entire class. When describing the proficiency of your English learners, describe what your English learners can and cannot yet do in relation to the language demands of tasks in the learning segment. (TPEs 7, 8) In my classroom, there are 21 English learners (ELs), 9 of them redesignated English learners and 12 English only students (EOs). The remaining 12 ELs are mostly Early Advanced (EA) or Advanced (A), so in regards to the range in vocabulary and levels of complexity of language use, the range is pretty small in this classroom as they are all learning new vocabulary and language use as a class. For my learning segment, the ELs and EOs will be able to write the letters because they have all been writing a lot in the classroom. They will also be able to think critically about the Rush Limbaugh incident in which I will be exposing them to because they have had to use their critical thinking skills before. For my learning segment, they will all need to learn the components of a persuasive letter (position, arguments, counterargument) and also think critically about being bilingual and discrimination. (REQUIRED) 2c. Social development Consider factors such as the students ability and experience in expressing themselves in constructive ways, negotiating and solving problems, and getting along with others. (TPE 8) The students in my classroom participate in a lot of group work. Thus, over time they have developed an understanding of what it means to work in groups and solve their own problems. By working in groups, not only do they have to get along with one another, but also share the workload and trust one another to follow through with their tasks completed. Furthermore, as they work in groups, they are given more freedom in regards to how they ultimately complete and present their assignments. While there is a list of expectations, they are able to express themselves individually and as a group in regards to how they envision the final product. (REQUIRED) 2d. Family and community contexts Consider key factors such as cultural context, knowledge acquired outside of school, socioeconomic background, access to technology, and home/community resources.
Page 1 and 2: Form: "*PACT - Elem Literacy - 1. C
Page 3: 2 (REQUIRED) 4.4.c. How many studen
Page 7 and 8: Form: "*PACT - Elementary Literacy
Page 9 and 10: Do you agree with the reactions by
Page 11 and 12: (REQUIRED) 6. Explain how the colle
Page 13 and 14: Describe any routines or working st
Page 15 and 16: Summary of Student Learning Categor
Page 17 and 18: apparent for some or most students.
Page 19 and 20: they need to become a better writer
Page 21 and 22: Form: "*PACT - Elementary Literacy
Page 23 and 24: Overview Lesson Plan Title: Taking
Page 25 and 26: Practice/ Application the students?
Page 27 and 28: Multicultural/Social Justice Object
Page 29 and 30: Overview Lesson Plan Title: Taking
Page 31 and 32: 10 arguments and counterargument in
Page 33: Rush Limbaugh Mocks Chinese Preside

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