Elementary Mathematics for Washington

Context for Learning Information

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About the School Where You Are Teaching
1. n what type of school do you teach!
"rban# $ %
&uburban# $'he school consists of mainly (ispanic and )aucasian students. 'hese
families live in a small city providing them with space for their children to grow in this
small school district. 'he school focuses on serving each individual student and their
family. 'his suburban school offers opportunities for parent involvement providing the
school with an at home and family atmosphere.%
Rural# $ %
2. *hat grade levels are at your school site! (e.g.+ ,-.)
$'he school serves students from ,indergarten through /
th
grade+ . 'heir vision is+ 0committed to
the education of all students in the skills needed to become responsible members of society and
to instill in them the value of learning as lifelong process. *e are dedicated to preparing our
diverse population to meet the challenges of the future.1%
3. 2ist any special features of your school or classroom setting (e.g.+ charter+ co3teaching+
themed magnet+ classroom aide+ bilingual+ team taught with a special education teacher)
that will affect your teaching in this learning segment.
$'his school has many 4uality features that will aid in my teaching experience. 5y cooperating
teacher has a classroom aide for an hour a day and student aids that come in and help with
assignments+ group instruction+ and math and literacy centers. 'here are bilingual classrooms in
kindergarten through /
th
grade that provide bilingual students with a structured curriculum that
center on there learning needs. 'here are resource rooms that aide in helping students with
6P+ 78/+ and other speciali9ed plans. &pecial 6ducation teachers+ Para3 professionals+ and
resource teacher:s work with the classroom teachers to assist in individuali9e student learning.
'his elementary school provides additional teachers in physical education+ music+ and art.
'hese additional programs play a huge role in enhancing the curriculum. 'hese teachers work
together with the regular classroom teachers to plan lessons that fit the needs of each
classroom. 'he school counselor and nurse are beneficial resources. 'he school counselor
works to provide academic+ career+ future school readiness+ and personal planning for every
student. 'he nurse advances the well being of each student and assists in helping their
academic and lifelong achievements. ;ll of these special features work together to shape the
overall curriculum and focus on meeting the individual needs of each student and classroom.
5y cooperating teachers classroom features a whiteboard+ pro<ector screen+ document camera
located on a freestanding cart+ and a pencil sharpener.%
4. Describe any district+ school+ or cooperating teacher re4uirements or expectations that
might affect your planning or delivery of instruction+ such as re4uired curricula+ pacing
plan+ use of specific instructional strategies+ or standardi9ed tests.
$'he school focuses their program to help prepare students to become successful learners in
society. 'eachers are expected to shape the curriculum to fit the curriculum standards of
*ashington state. &tudents are re4uired to take standardi9ed tests that assist the teacher in
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per%itted only pursuant to the ter%s of a 'ritten li)ense agree%ent.
Elementary Mathematics for Washington
Context for Learning Information
planning and assessing each student. &tudents will take pre3tests before learning a new topic in
certain sub<ect areas and will be tested at the end to assess their learning of the topic. 'eachers
will meet the re4uirements of )ommon )ore &tate &tandards in the areas of 6nglish 2anguage
;rts and 5athematics. ;ll =
rd
grade teachers work together to plan lessons and schedules so
that their classrooms are focusing on the same topics and lessons throughout the year.%
About the Class Featured in This Assessment
1. (ow much time is devoted each day to mathematics instruction in your classroom!
$5onday+ 'uesday+ 'hursday+ and >riday ? hour and =8 minutes is devoted to math instruction.
&tudents do math in the morning and afternoon. 'wice a week+ students practice math online
with @2 for =8 minutes. 'his provides students to practice math concepts at their own pace. An
*ednesday students do math for =8 minutes in the morning and B8 minutes in the computer lab
working on multiplication concepts at www.multiplication.com. &tudents are instructed as a
group and in small groups during math centers. &tudents are provided additional help and given
the opportunity to ask 4uestions after being assigned work.%
2. s there any ability grouping or tracking in mathematics! f so+ please describe how it
affects your class.
$n math students are instructed as a class. During math centers students are divided into three
groups based on their learning abilities. 'he struggling learners are placed in groups with non3
struggling peers. 'his allows for the teacher and peer assistance when the student is struggling.
'wo students with 6P plans have an educational aide that comes in during math instruction to
assist them with their learning needs+ ;t the end of the math period they are taken to the
resource room for additional help in mathematics instruction.%
3. dentify any textbook or instructional program you primarily use for mathematics
instruction. f a textbook+ please provide the title+ publisher+ and date of publication.
$'he school plans their curriculum and lessons to fit the )ommon )ore &tate &tandards learning
targets. 5y cooperating teacher works cooperatively with the other =
rd
grade teachers to
develop a yearly plan for mathematics instruction. 'hey use &cott >oresman3;ddison *esley
5ath+ nvestigations in numbers+ data+ and space published by Pearson &cott >oresman
(*ittenburg et. ;l. B88C).+ and ARDAmath as resources to their mathematics instructional
program.%
4. 2ist other resources (e.g.+ electronic whiteboard+ manipulatives+ online resources) you
use for mathematics instruction in this class.
$n my cooperating teachers classroom she uses a whiteboard+ classroom library+ document
camera+ math manipulatives+ and an online math program called @2. ;ll of these resources
help enhance students learning and provide the teacher with different methods of instruction.%
About the Students in the Class Featured in This Assessment
1. Grade level(s): [all third grade.]
2. Eumber of
students in the class $?C%
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Elementary Mathematics for Washington
Context for Learning Information
males $?B% females $.%
3. )omplete the chart below to summari9e re4uired or needed supports+ accommodations
or modifications for your students that will affect your instruction in this learning segment.
;s needed+ consult with your cooperating teacher to complete the chart. &ome rows
have been completed in italics as examples. "se as many rows as you need.
)onsider the variety of learners in your class who may re4uire different
strategiesFsupports or accommodationsFmodifications to instruction or assessment (e.g.+
students with 6Ps or 78/ plans+ 6nglish language learners+ struggling readers+
underperforming students or those with gaps in academic knowledge+ andFor gifted
students needing greater support or challenge).
Students with Specific Learning Needs
!"#$%4 "lans&
'lassifications#Needs
Num(er of
Students
Supports, )ccommodations,
*odifications, "ertinent !" +oals
IEP Students 3
Students are provided additional assistance
in the classroom as well as the resource
room. When needed the students take tests in
quiet environments allowing them to think
and process more easily. Students are given
opportunities to work one on one with
mathematics and reading instruction with an
aide.
78/ Plans E; E;
,ther Learning Needs Num(er of
Students
Supports, )ccommodations,
*odifications
Struggling readers 6 Students are provided with one-on-one help
in reading. eacher works with student to set
goal and discuss their progress. eachers
help students !ind "ooks and other reading
materials that motivate them to continue
improving their literacy. When students are
struggling with speci!ic learning tasks they
are given e#tra assistance to help them
complete the task.
622 E; E;
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ll rights reserved. !2"0#13
The edT$ trade%ar&s are o'ned (y The Board of Trustees of the Leland Stanford Junior University. Use of the edT$ trade%ar&s is
per%itted only pursuant to the ter%s of a 'ritten li)ense agree%ent.