Field Experience- Rodriguez



Context for Learning
Description of School and Students

About the School Where You Are Observing or doing Field Experience

School Name and City: Madison Elementary, South Holland
Type of School: Elementary grades 4th and 5th
Setting: Suburban

Write your responses to the three questions below in paragraph form.
1.     List any special features of the school or classroom setting (e.g., themed magnet, classroom aide, bilingual, co-taught with a special education teacher, pull-out program).
o   The current school that I am providing instruction for is located in the south suburbs. It is a public school that provides a bilingual program made up of predominantly Latino students. Currently I have one paraprofessional that co-teaches with me as well as provides push in support and assists with new transitioning ELL students from Mexico.

2.     Describe any district, school, or cooperating teacher requirements or expectations that affects the planning or delivery of instruction, such as required curricula, pacing plan, use of specific instructional strategies, or standardized tests.
   o      My district’s current teaching requirements and expectations are to use Pearson Basal readers to prepare students for standardized tests. We also use a pacing plan that assists with preparing students for NWEA standardized assessments.


3.     For special education only: List any educators with specialized expertise in the school/district (e.g., specific disabilities, subject-specific pedagogy, English language development, speech therapists).

About the Students in this Class [Give a brief or one word response]
1.     Estimated percentage of students eligible for free/reduced lunch:
o   100%
2.     Grade level(s):
o   4/5
3.   Number of
a.   students in the class: 22
b.   males: 12
females: 10
c.    English language learners: 22
d.   students identified as gifted and talented: 3
e.   students with Individualized Education Programs (IEPs) or 504 plans: 1
4.   Complete the chart below to summarize required accommodations or modifications for students receiving special education services and/or students who are gifted and talented as they will affect instruction. As needed, consult with your cooperating teacher to complete the chart. The first row has been completed in italics as an example. Use as many rows as you need.

Special Education
Category
Number of Students
Accommodations, Modifications, and/or Pertinent IEP Goals
Learning Disability
1
Close proximity, close monitoring, extra time, listen to audiobooks, large print text, provide a space with minimal distractions, allow frequent breaks, present instructions orally

About the Class You Observed
1.     How much time is devoted each day to instruction in the classroom? Describe the class periods (if applicable)? Choose a content area of your specialty or major. How much time is devoted to teaching that subject?
o   The school day is 7 hours long. Instruction starts as soon as the students walk in and begin eating their breakfast as they complete grammar morning work for 30 minutes. 75 minutes are set aside for reading and 75 for math. There is 30 minutes for spelling/writing and the last half hour of school is intervention time. Students have set aside 30 minutes for lunch and 30 minutes of recess daily. Students also have set aside 1 hour for specials such as gym, art, music, etc. depending on the day of the week.

2.     Is there any ability grouping or tracking? If so, please describe how it affects your class.
o   Yes, there is an ability of grouping and tracking in my classroom. There is small group instruction based upon the academic needs and trends of my students.  All instruction is differentiated based to assist the students with reaching mastery.

3.     Identify any textbook or instructional program you primarily use for instruction. If a textbook, please provide the title, publisher, and date of publication.
o   The literacy curriculum we use is the grade level Houghton Mifflin Harcourt Journeys Basal Reader

4.     List other resources (e.g., SMARTBoard, manipulatives, online resources) used for instruction in this class.
o   We use the SMARTBoard daily. There are two student computers as well as manipulatives such as base ten blocks, number lines, multiplication tables, and dictionaries.

5.     What do you know about what your students know, what can they do, and what are they learning to do? What do you know about your students’ everyday experiences, cultural backgrounds and practices, and interests?
o   Each and every student in the class takes their education seriously. Students are always participating and have an urge to learn. They already know how to subtract and over half of the class already have their multiplication facts memorized. Students are being taught reading in both English and Spanish. Students know how to read and write in both languages. The class is 100% Latino. Students come from a very close-knit community where education is highly valued.

6.     Describe one teaching event. What best practices in teaching were used?
o     In one event students were learning about multiplying 3-digit by 2-digit numbers. Students were given manipulatives such as number lines and multiplication charts. Examples were modeled in great detail and translating in Spanish was done when necessary. Students were also shown a video that went along with the lesson to provide visuals.

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