Savannah Taylor

TWS 1

February 6, 2015

A. Student characteristics
Address the following student demographics and characteristics you
must consider as you design instruction and assess learning.
o Age, gender, race/ethnicity, special needs,
achievement/developmental levels, culture, language, interests,
and learning styles/modalities.

In your narrative, address students skill levels in at least two content

areas (one should be reading ability).
o You might also address student IEP or 504 plans, RTI Tier levels,
and achievement in additional content areas.

B. Instructional implications.
a. Address how classroom factors and student characteristics have
implications for instructional planning and assessment. Specifically
discuss how this information will guide your planning and instruction in
your lessons. This discussion should be driven by the contextual and
demographic information you have collected.
b. Include specific instructional implications for two contextual factors
that will influence how you plan, teach and assess your lessons.
c. Address any modifications and/or adaptations you will need to make
based on any student/s with special needs.
Samples of data collection tools and pictures of the classroom environment can be attached as
artifacts.
Suggested Page Length: 1-2 pages

Savannah Taylor

TWS 1

February 6, 2015

A. Classroom factors
Classroom Arrangement: Mrs. Jenkins Lower Montessori classroom is in the
Montessori wing of Laurens Elementary, room 400. When you walk in the room,
you will see that there are a lot of different colors and many posters and paintings
on the walls around the classroom. Like any Montessori room you will find all of
the lessons ranging from math, language, science, social studies, and reading all
nice and neatly organized on their designated shelf. The students desks are
arranged around the shelves in groups ranging from 2-4. The way that students are
assigned desks is that they are paired with at least one student from each grade
level. This helps the younger students to look to the older students for help, and to
look at them as an example of how they need to treat items in the classroom and
treat others. Mrs. Jenkins also has a group of 2 students working on floor desks,
and 3 desks set around the classroom for the students who like to work alone.
Available Technology: In the farthest corner of the room, a small computer
connected to the Smartboard is housed on a small desk, but for Mrs. Jenkins use
only. Students are allowed to use the classroom laptop and Ipads, when available.
Along with the computer, Mrs. Jenkins has a huge classroom library. With
encyclopedias, dictionaries, and childrens books, the students use these for
resources when writing and researching and also for enjoyment when silent
reading takes place. The students are now using these resources for a research
project which they will share with their parents this Friday night at a family night
hosted by the school. Mrs. Jenkins told me that the school tries to get the parents
involved as much as they possibly can by hosting family nights dealing with
specific subjects (such as math, reading night, and science), and also musical/
drama programs.
Classroom Schedule: The following table is a typical day in Mrs. Jenkins
classroom
7:30-8:15
Students arrive in the classroom/
breakfast is served in the room
8:15- 11:15
Students have this time to complete
the lessons they need to and to
have small group lessons with Mrs.
Jenkins
11:15-11:35
Recess/ get ready for lunch
11:45-12:15
Lunch time
12:20-1:15
Whole group line time/ finishing
any morning activities
1:15-2:00
Activity
2:00-2:45
Finish any activity that didnt get
completed, silent reading, pack up
to go home

Savannah Taylor

TWS 1

February 6, 2015

B. Student Characteristics
Students characteristics: Mrs. Jenkins has a total of 27 students in her class.
She has a total of 8 male students and 19 female students ranging in age from 6-9.
The table below shows the demographics of the students in the classroom.
Total Caucasian Students
23
Total African-American Students
3
Total Latino/ Hispanic Students
1

Accommodations: Even though there is one Latino/ Hispanic student, she is not
ESOL. Out of the 27 students in the classroom 2 receive Speech Services, 3
students are in Resource, and 4 are pulled out for Reading Interventions. All of
those who receive special services are on some form of medication for ADD/
ADHD. One student who is also Autistic has a permanent shadow who goes with
him wherever he goes and helps him to get his lessons done in the classroom. The
students in this classroom really show what Montessori is all about and all seem
to be great students with very different and interesting personalities!
Students skill level: Since I am in a room with 3 different grade levels, trying to
get a good grasp on each students skill level is a little difficult. But, for the most
part all students are performing on grade level, even those students who have to
get special help from outside of the classroom, and if they are not performing on
grade level they receive extra small group exercises to help them in their
struggling areas. MAP scores are increasing, and lessons are being completed
with little to no corrections. Since this is a Montessori classroom, students have
more opportunity to work one on one with Mrs. Jenkins and the assistant.
Students are also broken down into reading club groups by their reading levels
and reading interest. This is an opportunity for students to talk and learn from
others on their same reading levels. Most students are performing on grade level
with math, but those who struggle have individual sessions with Mrs. Jenkins.
C. Instructional Implications
When planning instruction, usually Mrs. Jenkins plans a whole group lesson
and then 3 mini, rein forcer lessons for each grade level to complete after the
whole group introductory lesson. Along with each grade doing a different
lesson at their own instructional level, she also divides reading groups by
grade and also by reading levels. This group is to help students to grow in
their literary development. When I am planning my instruction, I need to
create an introductory lesson with 3 mini lessons that expand off of the intro
to help reinforce what the students need to know. I think that by applying the
mini lessons to students instructional and development level, that they learn
better and get more out of the instructional time.