Standard

1
Classroom Contextual Factors
-Demographics
-Student Gender
-Student Ethnicity
-Exceptionalities
-Language Proficiency
-Free & Reduced Lunch
-Prior Knowledge
-Subgroup

Classroom Contextual Factors

Demographics:
In the second grade classroom I am in, there are a total of 21 students. There are
twelve girls and nine boys that are in the class. Figure 1 shows the gender makeup
of the classroom. Within the classroom there are eighteen Caucasian students and
three Hispanic students. Figure 2 represents the racial makeup of the classroom.

Gender

43%

Male
Female

57%

Figure 1

Student Ethnicity
14%
Caucasion
Hispanic
86%

Figure 2

Exceptionalities:
In the classroom there are three students who have speech IEPs,(Individualized
Education Program). One student who has a speech IEP also has a SPED IEP(Special
Education). These students are below in their reading level as well as having speech
impediments. The majority of them struggle with pronouncing their Rs. There is
one advanced student, he has been tested as GATE (Gifted and Talented Education),
but he did not achieve all of the requirements; but he is still very advanced in all
subjects. Two students are diagnosed with ADHD/ADD (Attention Deficit
Hyperactivity Disorder), and highly struggle to concentrate and participate
throughout the day. There is one student who has a defiance/behavioral issue.
Figure 3 represents the classroom exceptionalities.

Student Exceptionalities
1

Advanced
Student

ADHD

1
De`iance/
Behavioral
Issue
No
Exceptiona
lities

Speech
and SPED
IEP

16

Speech IEP

20
15
10
5
0

Figure 3

Language Proficiency:
Figure 4 shows that out of 21 students, three of them are English Language
Learners. All three students are from Hispanic descent. Student #1 and #2 are
considered to be at a WIDA level 4, which represents expanding. Students on a
WIDA level 4 are typically able to write sentences with a variety of length. Since
they are at a level four, their oral language has few phonological and syntactic
errors. At home, but student #10 and #20s parents speak little English. Student
#14 is on a WIDA level 3, which represents developing. Students on WIDA level 3
typically write short and some expanded sentences. They can also use words that
are related to content areas. Student #14 is of a Hispanic descent and only speaks
Spanish at home. His/her parent speaks no English. All three of these students is
pulled out of the classroom 2-3 times a week for a half hour for Imagine Learning
and to work with the ESL, English Second Language, coordinator.

English Language Learners

18

20
15
10

ELL-WIDA 4

ELL-WIDA 3

5
0
Non-ELL

Figure 4

DRA Levels/Prior Knowledge:

According to the DRA, Developmental Reading Assessment, students should enter
second grade on a DRA level of 18, at the middle of the year they should be on a level
20-24, and the end of the year they should be at a level of 28. The Developmental
Reading Assessment I have was given during January, the middle of the school year.
The teacher was assessing students to see if they could read at a level 28. Those
who could are on grade level, and those who could not pass a 28 or not on grade
level. Fifteen students are on grade level and six are not. Specifically, four out of the
six students who have not reached a level 28, are on level 20-24, they can still reach
grade level before the end of second grade. There are still two students, one on a
level 14, and one on a level 4, who are very low in reading. A level 4 is the level a
student should pass as they enter first grade, and a level 14 is the level students
should be at as they end first grade. Figure 5 shows this information.

DRA Levels
16
14
12
10
8
6
4
2
0

15
Level 28
Level 24
Level 20
3

Level 28
Figure 5

Level 24

Level 20

Level 14

Level 4

Level 14
Level 4

Free & Reduced Lunch:

Our elementary is labeled a Title I school. For a school to be considered Title I, at least
40% of their students must be from low-income families. A Title I school provides
students with extra educational assistance beyond the regular classroom. The federal
government provides funding for each state and that money is sent to the school districts.
The number of low-income students attending the schools determines how much money
each school receives. In our classroom, seventeen out of twenty-one students receive the
Free & Reduced lunch program; refer to Figure 6.

Free & Reduced Lunch

Free & Reduced
Lunch-17

19%
81%

Other-4

Figure 6

Subgroups:
Based on my contextual factors, I have organized the students into different
subgroups that I will focus on throughout my teacher work sample. Figure 7
displays the subgroups key.
Figure 7
Subgroup Key
E
S
SI
R
A
AD
BI

ELL
Special Education & Speech IEP
Speech IEP
Racial Minority
ADD/ADHD
Advanced
Behavioral Issue

Figure 8 breaks down the contextual factors by indicating which students belong to
each subgroup. The students highlighted in yellow, are the students who I will be
collecting their work and assessing very closely as I teach my unit and complete my
teacher work sample. It also displays the students specific ethnicity, exceptionality,
and reading score.

Student #
1

Subgroup
SI, A

Ethnicity
Caucasian

2
3
4
5
6
7

SI


BI

Caucasian
Caucasian
Caucasian
Caucasian
Caucasian
Caucasian

8
9
10
11
12

E

A, AD

Caucasian
Caucasian
Hispanic
Caucasian
Caucasian

13
14
15
16
17
18
19
20
21

E

SI



E
S

Caucasian
Hispanic
Caucasian
Caucasian
Caucasian
Caucasian
Caucasian
Hispanic
Caucasian

Figure 8

Exceptionality
ADD/ADHD,
Speech IEP


Speech IEP


Behavioral
Issue




ADD/ADHD,
Advanced



Speech IEP




Special
Education,
Speech IEP

DRA Level
28
28
28
28
24
28
28
24
24
28
20
28
28
28
28
14
28
28
28
28
4

Differentiation/Accommodations:

According to the contextual factors of the classroom, and the data I have
collected, I plan to make accommodations throughout my seven-lesson unit
according to the students needs. I will work with each student to help him or her
succeed.
As of my ELL students, I will make sure to give them any prior knowledge I
think they will need to succeed. I will also use actions as we learn new concepts to
help them understand. They will also be able to demonstrate their knowledge in
multiple ways: drawing, writing, speaking, describing, and more. I will also provide
many visuals throughout the lesson. Interaction will need to be key to help them
solidify concepts. I will also strive to implement their culture into our lessons when
applicable.
My students with Speech IEPS/Special Education, I will make sure to help
them. I will help them by simplifying any text that they we will use. I will also allow
them to show their knowledge in different ways. They will be able to do so through
communication, writing, drawing, etc. I will also provide more one-on-one support
for them. Throughout group-work, I will put them in groups with middle and
higher-level learners.
As of my advanced student, I will strive to ask him/her higher-order thinking
questions. I will also adapt the content to help him/her stretch their knowledge.
They could be asked to do research concerning new content on the side, and help
teach the class what they learn. Overall, I will accommodate him/her by allowing
them to extend their knowledge.
For my students with ADD/ADHD and behavioral issues, I will work with
them continuously. I will strive to implement material that is of interest to them. I
will also give them a job for the day, such as helping me teach the class the actions
for our vocabulary words. Also, they will be able to stand when appropriate to work
on their assignment. One of the students has a squishy ball at his desk that he may
use to help him stay focused. I will continue to use my behavior chart that I have for
my students with ADD/ADHD. For the student with the behavioral issue, we (my
mentor teachers and I) have a plan in place with the office for when he becomes
very defiant.

Overall, I will implement SIOP strategies throughout my lessons to be able to
reach all students. I will strive to help each student succeed and give them the
modifications the need.