Community Context:

Ecole Willow Point is located in Campbell river BC, in the neighborhood of

Willow Point and is within the School District 72. Campbell River is a small
city of 36,000 people. At Ecole Willow Point, approximately 16 students take
the school bus and 20 students take the buses provided by surrounding day
care centers.
Surrounding Ecole Willow Point are several low income housing projects in
addition to many older ranch style homes. Since the mill shut down in
Campbell River, many families have had a parent working up north or at
camps for week on- week off periods.
There are minimal transient students at this school however there is a high
percentage of students coming from low income and single parent families.
The majority of families would be considered blue collar, working class and
there is a portion of the student population that are attending from more
affluent communities for the French immersion education.
The total school enrolment is 262 students. There are 27 First Nations and
Metis students, and no ESL students.

Although there is no current formal mission statement, the informal mission to is create a
environment for successful students to thrive while being immersed in the French languag

There is a very active PAC at the school who partner with the staff to create family events
fundraising goals. They spent the last 4 years fundraising for a new playground that was j
put in.
Parents are also encouraged to volunteer with their students teacher in the classroom
(more so for primary).

The school is well respected in the community and has partnerships with many businesses
The school does a yearly hamper drive, Terry Fox run, and often has tours of the fire hall.
Local grocery stores also donate yearly to several fundraisers and spirit events such as
pancake breakfast.
School Context:
- Attendance is done by 9:30 am, (School starts at 8:30). It is submitted via
an online system through the schools database. Attendance is also taken
after lunch. Students who are late must first check in at the office so that
attendance may be changed if necessary and so that the office may record
multiple late attendances. If students are consistently late, parents will be
contacted.

-School starts at 8:30 but doors do not open until 8:15. Students are
permitted in the library, gym and computer lab during the time scheduled for
their class.
-There are weekly lunch programs that are distributed by the students in my
class, these students are on a rotating schedule and are reminded by the
morning announcements.
-There is a leadership team in my class that are involved in school wide lunch
games and keeping an eye out for the younger students. These leadership
students are also involved in setting up and participating in assemblies as
well as lunch monitors in the office and other classrooms.
- Throughout the year each class is involved in a 4 week set of swimming
lessons. These will be completed for my class by my final practicum.
- Near the end of the year, the grade 5s in my class will be visiting the
middle schools to start the transition, this may be happening during my final
practicum.
___________________________________________________________________________

-Fire, earthquake and lockdown drills are practiced on a rotation. In a fire drill
students are to leave behind their belongings and walk calmly and quietly to
the exit. The teacher will grab the class list and head lead the class out the
door to the field. Once they are lined up the teacher will do attendance and
send a runner to the principal to check in with the attendance. Earthquake
drills will follow the same line-up/check in procedure after first ducking under
the desks and counting to 60. After any aftershock you must count to 60
again. Lockdown procedure requires the doors to be locked and the blinds to
be closed and all students to huddle quietly in a space where they cannot be
seen. This happens until the principal comes over the PA to say all clear.
-There are 2 first aid attendants at the school who are to be called when
there is a head injury or any other more serious injury.
-There are no anaphylaxis allergies in my class.

Year 5 B.Ed PB PRE-LEARNING ASSESSMENT (PLA) ELEMENTARY

PART TWO - CLASSROOM CONTEXT
Classroom Management Procedures:
4. Discuss class routines for attendance, transitions, handing out and
collecting materials and note any key points below: Who else interacts with
the class admin, prep time teacher etc.,
Attendance is done online on the computer between 8:30 and 9am every
morning. Attendance is simply done in roll call form.Transitions between class
rooms and calls time involves a few simple instructions to tidy up the final
materials and get out the new materials and grade 4 and grade 5 have
separate line ups. Whichever line up has formed most quiet leaves the room
first.
There are 4 students assigned every month to handout the materials in the
classroom, as well as collecting materials at the end of an activity.During the
teachers collaboration time the students are split into either choir or a math
group that meets in a separate room. Students also have a music class twice
a week with a separate instructor.
Interaction and discipline:
5. Discuss how discipline is managed in the classroom, key routines, how
student attention is gained and other class processes that you will need to
be aware of and make notes below:
It is very important in this class for discipline to be very consistent.
This means that every discipline strategy needs to have follow
through, and include everyone involved. When there is something
that wastes the time of the teacher or the class, the students
involved need to give back to the class by either cleaning
something, tidying chairs, or doing some other kind of prep. If
students have wasted their work time doing other things, they have

to pay back that time during recess or lunch doing that work. Work
that is not completely in a timely fashion is sent home as
homework.
Key routines:Les batons: Every student starts the week with 3
batons, when they are caught speaking English they have
to give up a baton. Every day at the end of the day they write down
how many batons they have and
this counts as their oral French mark.There are 2 bells at the front
of the class used to get the attention of the students, the teacher
also
encourages the use of count downs to give the students a sense of
urgency.In the gym, when students break the rules of the game or
are not acting safely, they are directed to run
laps around the gym.When students have not lined up quietly or in a
timely fashion they have to return to their seats and put
their heads down until it is time to start again. Heads on the desk is
strategy also used when students are talking and distracting others
during instructions.
Assessment & Evaluation
6. Have an assessment conversation with your sponsor and describe below
what your sponsor expects from you in terms of assessment and common
routines for providing feedback to students and for gathering observation
data and formative assessment routines that you will be using. Remember
you are a guest and are bound to follow the wishes of your sponsor. Identify
below what routines you will follow briefly. This will be covered more fully in
the planning and assessment section of the framework binder.
- Every thing that has been assigned must be marked and students must be
given feedback. This ensures that they are purposeful lessons that relate to
learning intentions.

- Teacher constantly circulates providing formative feedback.

- Every month a rubric is sent home highlighting a different subject, it is sent
home alongside a piece of evidence and any additional notes to let parents
know about that students progress.
- It is very important for this age group to be a part of building the criteria for
their assignments and then be presented with the rubrics that they will be
evaluated with. It is also very valuable to create an opportunity for self
assessment and reflection for students to examine their work and their
effort.

Year5B.EdPRELEARNINGASSESSMENT(PLA)ELEMENTARY

PARTTHREE(B.)CLASSREVIEW

ClassReview
Teacher:Class:
ClassroomStrengths:Whatarethestrengthsoftheclass?Whatarethepositivethingsaboutthisgroupasawhole?

Thisclassisverycooperativeandenjoyworkingtogether.Theyareaselfawaregroupandtherearemanystudentswhotakeleadershipinth
schoolandtodirecttheclassinarespectfulway.Thisclassenjoysbeingactive,aswellasparticipateintheirschoolcommunity.
ClassroomNeeds:Whatareyourconcernsabouttheclassasawhole?Whataccommodationswillyouneedtomakeinyourplanningor
managingtheclassbasedontheneedsoftheclassasawhole?

Thisgroupof29studentshaveawidevarietyofskills.Itisoftentimeconsumingtomaintaintheprogressforeachstudentasweareasplitc

inafrenchimmersioneducationtrack.Thisgroupalsoneedstobemotivatedandgivenincentivetousetheirfrenchinclass.Ihopetoencour
thisinmymathunitclassroomeconomy,astheycanearnmoneytowardstheirbudgetbyusingfrenchinclass.
Howwillyoudeveloparapportwiththisclasswhatarethekeyconsiderations?

IhavehadagreatopportunitytojointhisclassonatubingtriptomountWashingtonandduringthistimeIwasabletomakegreatconnecti

andbuildrelationshipswiththestudents.Iknowitisalsoimportantgoingforwardthattherulesremainconsistentforthisgroupaswellast

groupreallyenjoystheiradditionaldailygymtimeandIneedtomakesureIammindfulofmytimemanagementsothattheyareabletoma
itthere.
Whatelseisrelevanttoyourtimeinclass?

Thereare3studentsingrade4and2studentsingrade5whohaveverylowperformanceinmanyareas.Ineedtobemindfulofadaptations
thesestudentsaswellasthewiderangeofskillspresentinthissplitclass.
IndividualConcernsWhataretheindividualneedsinyourclassroom?
Medical:N/A

Languages:Aswithanyfrenchimmersionclassitisimportanttoemphasizeandreinforcefrenchlanguage.
D.G.andJ.S.lowlanguageskillsQ.D.oftenstruggleswithhisverbaloutput
H.F.haslowfrenchvocabulary,unabletousemanyfrenchwordswhencommunicating

Learning:D.G.,J.S.,F.M.:Significantreadingandwritingchallenges.Requireextraaidtohavewrittenthingsreadtothemoutloudandgiv
extratimetoformthoughtsandwriteoutideas.

SocialEmotional:Overallthisgroupisquiteemotionalastheyarelookingtopleasetheteacher.Itisimportanttobegentlewithmanystude
inthisgroup.
R..,J.S.OftenrequiresmanyreminderstostayontaskB..Oftenrequiresreminderstorespondtoquestionsathandandnot

Grade 4:
E.C:
Literacy: Exceeding expectations in literacy in both French and English.
Enjoys reading and writing fictional stories. Almost always understands and
recalls oral directions and ideas explained in French. Is able to add thoughts
and ideas to French discussions using French vocabulary.
Numeracy: Understands most math concepts and can go through his
workbook and make connections between the lessons to get his work done.
Social Responsibility: Is consistently responsible about following school rules,
is consistently accepting of others and treats people fairly and with respect.

Additional Comments: He is a very passionate reader who often needs to be

redirected from his book to the class work.
Q.D.
Literacy: Exceeding expectations for reading level, and is meeting
expectations for writing level in both French and English.
Numeracy: Understands most math concepts and is very innovative in
strategies used to complete math problems.
Social Responsibility: Is generally responsible about showing school rules but
often needs reminds to treat others fairly and with respect.
Additional Comments: He is a very passionate reader who often needs to be
redirected from his book to the class work. Sometimes needs reminders to
maintain respect for his teachers and classmates.
N.F.
Literacy: Exceeding expectations in all areas of reading and writing in French
and English. He communicates well in French and English and adds valuable
comments to many discussions.
Numeracy: Understands most math concepts and is very innovative in
strategies used to complete math problems.
Social Responsibility: Is consistently responsible about following school rules,
is consistently accepting of others and treats people fairly and with respect.
Additional Comments: He is a very passionate reader, an innovative thinker
and has great leadership potential. He is very well rounded and has a great
sense of humor.
D.G.
Literacy: Minimally meeting expectations in reading and writing in both
French and English, however writing in English is stronger. He needs
additional support to have assignments read to him as well as help to write
assignments. Many letters are often mixed up and
Numeracy: Struggles to understand math concepts and needs hands on
visual aids to make sense of math problems.
Social Responsibility: Is consistently responsible about following school rules,
is consistently accepting of others and treats people fairly and with respect.
Additional Comments: He is kind and hard working but often needs to be
redirected in class and given reminders to be on task.
H.K.
Literacy: Is meeting and fully meeting in most areas of French and English
reading and writing. She needs to work on communicating using more of her
French vocabulary.
Numeracy: Understands most math concepts on her own but is not yet able
to try out strategies independently.
Social Responsibility: Is consistently responsible about following school rules,

is consistently accepting of others and treats people fairly and with respect.
Additional Comments: She is very hardworking, encouraging and always
willing to help others in the class.
T.M.
Literacy: Exceeding in reading level in both French and English. Fully meeting
and exceeding in his written and oral communication in both French and
English as well. Has a good grasp of content explained in French and can
communicate his ideas in French to add to class discussions.
Numeracy: Understands most math concepts and can utilize resources to try
to answer math problems on his own.
Social Responsibility: Is consistently responsible about following school rules,
is consistently accepting of others and treats people fairly and with respect.
Additional Comments: He is kind and hardworking. He cares very much to do
well in school.
M.M.
Literacy: Exceeding in all areas of literacy in both French and English. She is
a strong student who challenges herself to do grade 5 work as well as extra
words on the weekly spelling tests.
Numeracy: Understands math concepts completely and work is almost
always correct.
Social Responsibility: Is consistently responsible about following school rules,
is consistently accepting of others and treats people fairly and with respect.
Additional Comments: She is incredibly intelligent and enjoys challenging
herself with the next grades materials.
J.P
Literacy: Fully meeting expectations for literacy in both French and English.
She does not often add to discussions but she is capable of producing written
work in French and English that shows that she has an understanding of what
is explained in French.
Numeracy: Understands most math concepts and her work is often correct.
Social Responsibility: Is consistently responsible about following school rules,
is consistently accepting of others and treats people fairly and with respect.
Additional Comments: She is a strong student who stays on task and works
hard to complete her work.
J.S.
Literacy: Minimally meeting in both French and English reading and writing.
He decodes well but is not able to comprehend what he has read. Requires
assistance to have assignments read and explained to him, as well as to
write answers.
Numeracy: Struggles to grasp math concepts and needs significant guidance
to work through math problems.
Social Responsibility: Is generally responsible about showing school rules but

often needs reminds to treat others fairly and with respect.

Additional Comments: Overall I believe he would benefit from being seated
with a strong student who he could look up to to help him, as he is often led
astray by others.
R.S.
Literacy: Meeting reading level but is minimally meeting the French oral
level. Often does not respond to oral instructions in French, and needs
significant guidance to start on any of his work.
Numeracy: Understands some math concepts but is unable to be resourceful
to make connections between math concepts.
Social Responsibility:
Additional Comments: He often requires multiple reminders to stay on task
and to be respectful.

Grade 5:
M.B.
Literacy: Fully meeting expectations for reading and writing in French and
English but is stronger and more confident when working in English.
Numeracy: Understands math concepts and is able to make connections
between concepts to help build understanding.
Social Responsibility: Is consistently responsible about following school rules,
is consistently accepting of others and treats people fairly and with respect.
Additional Comments: Quiet, kind and stays on task.
T.B.
Literacy: Is meeting reading and writing level in English but is minimally
meeting those levels in French. She struggles to follow French instructions,
and struggles to use French
Numeracy: Is moving towards an understanding of most math concepts.
Social Responsibility: Is generally responsible about showing school rules but
often needs reminds to treat others fairly and with respect.
Additional Comments: She is very social and enjoys working with others but
needs reminders to stay on task.
A.D.
Literacy: Exceeding expectations in the grade 5 level of reading, writing and
comprehension in both English and French. She is a strong student with an
incredible grasp of both languages.
Numeracy: Math concepts are understood, work is almost always correct and
she is capable of innovation in her problem solving.
Social Responsibility: Is consistently responsible about following school rules,
is consistently accepting of others and treats people fairly and with respect.
She is very kind when helping others.

Additional Comments: She is a strong student with strong leadership

potential.
I.F.
Literacy: Exceeding expectations in the grade 5 level of reading, writing and
comprehension in both English and French. She is a strong student with an
incredible grasp of both languages.
Numeracy: Math concepts are understood, work is almost always correct and
she is capable of innovation in her problem solving.
Social Responsibility: Is consistently responsible about following school rules,
is consistently accepting of others and treats people fairly and with respect.
Is sometimes involved with conflict between students that need outside
support for resolution.
Additional Comments: She is a strong student with many creative ideas and
enjoys sharing with the class.
H.F.
Literacy: Meeting expectations in English reading and writing but minimally
meeting in French reading and writing. She struggles to follow and
comprehend instructions and content explained in French, as well as
struggles to communicate in French.
Numeracy: Struggles to understand math concepts, minimally meeting for
numeracy.
Social Responsibility: Is consistently responsible about following school rules,
is consistently accepting of others and treats people fairly and with respect.
Additional Comments: She is a kind student who enjoys helping others but
struggles to be organized in her own tasks.
C.H.
Literacy: Meeting requirements for literacy in both French and English. I
believe he could succeed to a higher level without the distraction of his
peers. He needs many reminders to speak in French in the classroom.
Numeracy: Struggles to understand math concepts, minimally meeting for
numeracy.
Social Responsibility: Is generally responsible about showing school rules but
often needs reminds to treat others fairly and with respect.
Additional Comments: He is a very social student who enjoys working with
others but often gets distracted and does not apply himself to his work.
Q.H.
Literacy: Fully meeting the literacy levels of a grade 5 student in both French
and English. He is very motivated to read in English.
Numeracy: Fully meeting for numeracy, he is very innovative, resourceful
and efficient in problem solving.
Social Responsibility: Is generally responsible about showing school rules but
often needs reminds to treat others fairly and with respect.

Additional Comments: He is a very passionate reader who often needs to be

redirected from his book to the class work. He is extremely intelligent and
when acknowledged he will be much more on task.
M.J.
Literacy: Fully meeting expectations of a grade 5 in French and English
literacy levels.
Numeracy: Is moving towards an understanding of math concepts.
Social Responsibility: Is generally responsible about showing school rules but
often needs reminds to treat others fairly and with respect.
Additional Comments: He is a strong student with leadership potential, he
has a high energy level and likes to be acknowledged for his work and given
the opportunity to expend energy in activities.
C.K
Literacy: Meeting levels in all literacy areas for grade 5. Could benefit from a
partner who is stronger.
Numeracy: Struggles to work through math concepts and is minimally
meeting expectations for this grade level.
Social Responsibility: Is consistently responsible about following school rules,
is consistently accepting of others and treats people fairly and with respect.
Additional Comments: He is a kind student who keeps to himself and
minimally contributes to the class but enjoys working in small groups.
K.K.
Literacy: Fully meeting expectations for literacy in grade 5 in English and
French but struggles to maintain his oral French level and needs many
reminders to speak in French.
Numeracy: Meeting expectations for numeracy at a grade 5 level and is able
to make connections between concepts.
Social Responsibility: Is consistently responsible about following school rules,
is consistently accepting of others and treats people fairly and with respect.
Additional Comments: He is a strong student who is very respectful and has
incredible leadership potential.
D.L.
Literacy: Exceeding expectations in the grade 5 level of reading, writing and
comprehension in both English and French. She is a strong student with an
incredible grasp of both languages.
Numeracy: Math concepts are understood, work is almost always correct and
she is capable of innovation in her problem solving.
Social Responsibility: Is consistently responsible about following school rules,
is consistently accepting of others and treats people fairly and with respect.
Is sometimes involved with conflict between students that need outside
support for resolution.

Additional Comments: She is a dedicated, intelligent student who works well

when given the full expectations and criteria of an assignment.
G.L.
Literacy: Meeting requirements in both French and English in reading, writing
and oral communication.
Numeracy: Struggles to work through math concepts and is minimally
meeting expectations for this grade level.
Social Responsibility: Is consistently responsible about following school rules,
is consistently accepting of others and treats people fairly and with respect.
Additional Comments: He is a quiet student who needs some
encouragement to share things in class.
C,M-N.
Literacy: Exceeding expectations in the grade 5 level of reading, writing and
comprehension in both English and French. She is a strong student with an
incredible grasp of both languages, but needs significant encouragement to
share in class.
Numeracy: Math concepts are understood, work is almost always correct and
she is capable of innovation in her problem solving.
Social Responsibility: Is consistently responsible about following school rules,
is consistently accepting of others and treats people fairly and with respect.
Additional Comments: She is an extremely quiet student who prefers
individual work to group work, she is very creative and her quality of work is
above expectations.
H.M.
Literacy: Meeting the literacy level for grade 5 in both French and English but
struggles to use oral French in class.
Numeracy: Struggles to work through math concepts independently and is
minimally meeting expectations for this grade level.
Social Responsibility: Is consistently responsible about following school rules,
is consistently accepting of others and treats people fairly and with respect.
Additional Comments: She is a very social student who often needs
additionally reminders of the tasks at hand.
F.M.
Literacy: Meeting requirements for literacy at this level but really struggles in
written output.
Numeracy: Struggles to work through math concepts and is minimally
meeting expectations for this grade level.
Social Responsibility: Is consistently responsible about following school rules,
is consistently accepting of others and treats people fairly and with respect.
Additional Comments: He is a kind and sensitive student who keeps to
himself and tries to complete all of his work on time.

C.P.
Literacy: Fully meeting literacy requirements and has great oral French
communication but struggles with his written work.
Numeracy: Struggles to work through math concepts and is minimally
meeting expectations for this grade level.
Social Responsibility: Is consistently responsible about following school rules,
is consistently accepting of others and treats people fairly and with respect.
Additional Comments: He is a very creative student who is very well spoken
and enjoys reading.
D.S. ---- STUDENT WILL NOT BE IN ATTENDANCE UNTIL APRIL
Literacy:
Numeracy:
Social Responsibility:
Additional Comments:
S.T.
Literacy: Fully meeting requirements for literacy but often needs reminders
and to have French oral instructions repeated.
Numeracy: Most math concepts are understood, struggles to make
connections between math processes.
Social Responsibility: Is consistently responsible about following school rules,
is consistently accepting of others and treats people fairly and with respect.
Additional Comments: She is very quiet and will avoid sharing with the class.
She needs a lot of time to think and plan a project before she can start it.
J.T.
Literacy: Exceeding expectations in the grade 5 level of reading, writing and
comprehension in both English and French. She is a strong student with an
incredible grasp of both languages.
Numeracy: Math concepts are understood, work is almost always correct and
she is capable of innovation in her problem solving.
Social Responsibility: Is consistently responsible about following school rules,
is consistently accepting of others and treats people fairly and with respect.
Additional Comments: She is a very mature student with great leadership
potential who works well with every type of person.

Year 5 B.Ed PRE-LEARNING ASSESSMENT (PLA) ELEMENTARY

PART FOUR - IMPLICATIONS FOR PLANNING
One of the most important considerations for my planning in this particular
classroom is the variety of skill level. As this is already a split class I will be

conscious to create curriculum that will meet both needs, but in addition to
this the skill level within each grade is so diverse that my planning will need
to reflect supports for those with more challenges and extensions for those
who need that. What does this consideration look like?
-Separate Criteria for grade 4/5 (as per sponsors instructions)
-Pairing different abilities together
-Offering extra time to those who need it
-Making myself available to read instructions and make sure that
students who are unable to read and comprehend in French and
English will know what they need to do.
This is a French Immersion classroom and to create an environment where
students are intrinsically motivated to use and develop their French will be
significant to their future learning. The students are already on a baton
system that will be reflected in their oral French mark for the year, but I want
to try some small, simple things to develop interest in the language. What
are my next steps in this area?:
- French music in P.E. and transitions
- Speak only French to my students and avoid using English words as
much as possible to explain things.
- French movies and French video clips to demonstrate anything relevant
to our unit learning.
As I have previously stated, this class thrives in an active/hands on
environment environment. I will value this in my time with them and make
sure to prioritize cooperative gym games, and plan my units in a hands on
way that is relevant to them. What does this look like in my time with them?
- I will make sure that we have 30 minutes of activity every school day.
- My science unit will include time for students to learn how to
experiment with actual supplies and tools.
- My math unit will be hands on and will include money manipulatives
for concrete learning.
Other implications based on the needs and personalities of this
class:
Class discipline needs to be consistent. I need to be conscious of what I am
choosing to address and make sure that any student who is a part of that
situation is addressed. It is best to have individual private conversations with
each student, as per the sponsor teachers guidelines.
As I go forward with my planning I need to look into the schedule of those
who have supported education assistants so that I can make sure that as
students come in and out of the class I am aware of what they have missed.