Running head: TEACHER WORK SAMPLE

Classroom Contextual Factors

For the purposes of this paper, the names of teachers, students, and the school have been
altered. The third grade at Patriot Elementary School consists of sixty-seven students whose ages
range from eight to nine years old. After each math benchmark test, these students are broken up
into three different math groups: high, middle, and low. These benchmarks are given after three
or four chapter tests. Every day these students rotate from their regular homeroom class to their
respective math classes, shown in Figure 1, to receive the instruction that best fits their needs.

Figure 1: Math Rotation Placements

High

23%

Middle
44%

Low

33%

Source: Third grade teachers for all classroom information.

The students that rotate into my classroom are classified as the middle. There are twentyone students in this group: twelve boys and nine girls. However, not all twenty-one students
receive instruction from me every day of the week. On Tuesdays, Wednesdays, and Thursdays,

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these students receive their instruction in a different third grade teachers classroom, but rotate
into my room for independent work time. The only days when all twenty-one students are in my
room for instruction and independent work time are Mondays and Fridays. Of the twenty-one
students, contextual information was available for ten of them. For the other eleven students,
information could not be obtained as of March 16, 2015. Of the ten students that had available
information, one is an English Language Learner (ELL) of a Hispanic ethnic background. This
ELL student is classified into a WIDA level. These levels of proficiency categorize what ELLs
will process, understand, produce or use in language. Each level has been given a specific name.
Levels 1 through 5 are respectively named: entering, beginning, developing, expanding, and
bridging. Reaching, level 6, is used in states other than Utah. As of the 2014 proficiency test, this
student was classified as a WIDA level 5. The only service this student receives in the school is
based on the homeroom teacher. At some point in the day, they should allow time for ELL
students to work on a program called Imagine Learning. Imagine Learning is a language and
literacy software program that features interactive activities, videos, and games to help these
students learn English.
Other students with exceptionalities present in this math group receive additional
interventions that include Leveled Literacy Interventions (LLI) and speech. Two students leave
class four days a week for thirty minutes for LLI work on Tier 2 instruction from the Treasures
literacy program. There is only one student pulled out during Tier 1 instruction to work with the
speech teacher. This student leaves class twice a week for twenty minutes. Five students are
considered behavior concerns. This means that they have consistently shown signs that they
cannot self-regulate their behavior independently during any type of instruction. None of these
students receives extra help to manage their behavior. That leaves thirteen students that are

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consistently present during Tier 1, whole group instruction. However, please note that none of
the students with exceptionalities are pulled out during math rotations. All previously mentioned
data is shown in Figure 2 below.

Figure 2: Exceptionalities
ELL

LIA

Speech

Behavior Concerns

None

3% 6%
31%
3%
14%
Unknown
43%

As stated previously and shown in Figure 1, the first major accommodation has been
created based on each students math benchmark score. By dividing these students into ability
groups, they will receive instruction that best caters to their academic needs specific to
mathematics. Additionally throughout this unit, I will provide several modifications and
accommodations for the students in my group with specific exceptionalities. For the ELL student

TEACHER WORK SAMPLE

I will post the new vocabulary words with a picture example and written definition for each
lesson. These words will stay on the board for the duration of the unit as a reference if needed.
Each student also has a copy of these words in their math books they can take home to review or
use as a reference as well. As I introduce and review the new vocabulary, I will provide multiple
exposures of the words so the students are reading, writing, speaking, and hearing them. At the
beginning of each lesson, I will relate the new topic to experiences ELL students might be
familiar with so they can connect the new information to what they already know. During whole
group instruction, I will read questions and examples aloud, restate in common language, and
walk through examples slowly using explicit think alouds. I will use diagrams when possible to
emphasize vocabulary and content. During group or partner work, I will post questions they can
ask and discuss and I will partner them with students that have a firm understanding of the
content to guide them. If they seem to be struggling with a subject, I will help them get started on
the right track and try to assign them problems I know they can master to give them the
confidence they need to take the next step. After they have completed their individual work, I
will make it a point to walk through the problems they missed one-on-one and then reteach if
necessary.
For the speech student I will provide them with multiple opportunities to ask questions,
read from the board, repeat vocabulary, answer questions, and explain their thinking verbally to
help them become more comfortable with speaking. I will also be sure to speak clearly so they
can understand directions and explanations. After participating in group work, I will give them
the opportunity to share what their group discussed or be the spokesperson for their group. When
they have finished their independent work, and if they have a firm understanding of the topic, I

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will suggest for them to teach a friend that might be struggling. This will provide them with the
opportunity to verbally communicate with their peers in an informal setting.
The students that receive LLI mainly need accommodations that deal specifically with
reading. For them I plan to use many of the same accommodations I use for my ELL student
seems their academic literacy needs are very similar. I will emphasize vocabulary by posting,
explicitly teaching, and referring to the words, pictures, and definitions often. I will read
questions and examples aloud while still providing these students with the opportunity to read
aloud for the class. I plan on slowly and explicitly walking through many examples in a whole
group and one-on-one setting and reteaching where necessary. When they are working in groups,
I plan on pairing them with students that are considered strong readers and that have a firm
understanding of the topic.
My accommodations for the students that are considered behavior concerns will follow
the classroom management currently set in place by my mentor teacher. The students in this class
are familiar with the system where a clothespin is moved up or down a colored chart depending
on their behavior. Therefore, if it becomes necessary, I will move students clothespin to the
appropriate level depending on their behavior for each lesson. I will surround them with students
that can keep them focused and model what good student behavior looks like. At the beginning
of each lesson, I will remind them of classroom rules they should be following and continue to
consistently remind them throughout the lesson verbally and by rewarding students that are
acting accordingly. I will also remind them that some activities are privileges and if they cant
behave appropriately, they cant participate in those activities. If it becomes necessary, I will alter
their seating arrangement so they arent distracted by their surroundings and arent being a
distraction for their peers. I will point out when they are behaving appropriately and reward them

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by moving their clothespin up or giving them the opportunity to participate. Lastly, I will make it
a priority to move around the classroom to be in closer proximity to these children.