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Classroom Contextual Factors



In Mrs. Saxtons 1st grade classroom there are 28 students. There are 16 girls and 12
boys.

Gender Description
Table 1.1

30
25
20

Boys

15

Girls
Total

10
5
0


Out of the 28 students 1 has an IEP. The following struggling students and high-level
learners have been determined by Mrs. Saxton based on their performance in the
classroom: 4 are struggling students, and 5 are high-level learners.

Exceptionalities
Table 1.2

6
5
4
3
2

IEP
HLL
Struggling Learners

1
0




There are no ELL students in the classroom. One student is Hispanic, one student is
Polynesian, and 26 students are Caucasian.

Ethnicity
Table 1.3

30
25
20

Hispanic

15

Polynesian
Caucasian

10
5
0



According to the DRA, 1st grade students should be at a reading level G by the end of
January. Mrs. Saxton has 3 students below at a level F, 2 students on level G, and 23
students above level G.

Reading Levels
Table 1.4

25
20
15

Below G
On G

10

Above G

5
0

Mrs. Saxton does not have her students on different math levels, but she has noted
that 4 students are struggling with math, and are below their classmates. Nineteen
students are on target and 5 are above their classmates.

Math Levels
Table 1.5

20
15

Below

10

On
Above

5
0


Modifications and Accommodations

Many of my accommodations will be given as a whole class task, but they
directly focus and meet the individual needs of each student. While teaching my
unit, I plan to make specific accommodations for my struggling students, my student
with an IEP, and my high level learners. While many students are living amongst a
common culture, they still have very different academic background knowledge.
Many students have traveled and visited different areas, others have not been
outside of Utah. I will access their different experiences by providing opportunities
to share, discuss, and teach us about their different experiences using maps in
diverse locations that they have personally been.
For my struggling students I will provide multiple examples using images, a
variety of maps, and also using a globe. They will be partnered throughout the unit
with others they can work efficiently with. My IEP is medicated for ADHD, when she

takes her medication she can accomplish tasks without much accommodation, but
on days she doesnt take her medicine, she struggles focusing, staying on task, and
talks with classmates. The accommodations for her will be tasks that provide
chances for movement and participation to help with her ADHD as well as partner
work. She will also have opportunities to share with the class to keep her behavior
intact as well. The high level learners will be given opportunities to explore different
maps, share and discuss their findings, and incorporate the cardinal directions
throughout their daily experiences. More explicit and specific modifications are
made throughout the different lessons, and can be found in Lessons 1-6. These
modifications and accommodations will help to provide differentiated instruction to
meet the individual needs of all the students in the1st grade class.

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