CalTPA_C1_S1_A_GettingToKnowYourStudents
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University of Massachusetts System *
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123
Subject
English
Date
Dec 6, 2023
Type
docx
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7
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Instructional Cycle 1
Multiple Subject and Single Subject
Part A: Written Narrative: Getting to Know Your Students Template
Multiple Subject and Single Subject
Step 1: Plan—Part A: Written Narrative: Getting to Know Your Students Template
Directions:
Provide the information listed below about your whole class, their assets and learning needs, classroom context, and each of the three focus students by responding to the following prompts (no more than 9 pages). To protect the privacy of the focus students, refer to these students as Focus Student 1 (FS1), Focus Student 2 (FS2), and Focus Student 3 (FS3). Type your responses within the brackets following each prompt. Do not delete or alter the prompts.
Whole Class
1. Description of Students’ Assets and Learning Needs
a.
prior academic knowledge related to the specific content you plan to teach
[These third-grade students have mastered the California Content State Standards of math in the areas of operations and algebraic thinking and number and operations in base ten. These third graders will use the above-mentioned prior academic knowledge, along with their prior academic knowledge of geometric shapes which they mastered in second grade, as I plan to teach and introduce the new unit on finding the area of plane figures. The content I plan to teach
will focus on prior academic knowledge based on CCSS math standards 3.OA.1: Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7; 3.OA.7: Fluently multiply and divide within 100, using strategies such as the
relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5
= 8) or properties of operations; 2.G.1: Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. 5 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. I plan to teach and introduce the new content standard 3.MD.5: Recognize area as an attribute of plane figures and understand concepts of area measurement. Students have and will use their prior academic knowledge relating to properties of multiplication and solving problems with units of 2-5 and 10.]
b. English language proficiency levels for English learners
[There are no students in this third-grade class who are identified as English Learners. However, there was a district-wide implementation of an assessment program called, Systematic Instruction in Phonological Awareness, Phonics, and Sight Words (SIPPS). The school district’s rationale for utilizing this assessment program was to identify language proficiency strengths and bridge the gap between students’ language proficiency deficits impacted by state-mandated school closures during the COVID-19 pandemic. All students in this third-grade class were participants in this assessment. This program aligns with the MTSS (Multi-Tiered System of Support) framework. For grades K-3 there are three levels. The beginning level assesses the simple alphabetic phase
, the extension level assesses spelling patterns, and the challenge level assesses complex, polysyllabic, and morphemic phases. Each
SIPPS level is aligned with a specific platform of language development. Based on the Copyright © 2022 by the California Commission on Teacher Credentialing
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Instructional Cycle 1
Multiple Subject and Single Subject
Part A: Written Narrative: Getting to Know Your Students Template
assessment data for the fall of the 2022 school year for my third-grade class, 13 students tested
out of the program, 9 students tested at the extension level, and 2 tested at the challenge level. Our school has created and implemented a system phrased, “Walk to Learn.” Based on SIPPS assessment scores, these 11 third-grade students walk to predesignated and assigned classrooms to receive focused, small-group instruction for a specified length of time. The 13 students who tested out of the SIPPS program walk to a preassigned and designated classroom
to be part of a book club. There is one 9-year-old student who speaks Hindi in addition to English. This student transferred from a neighboring school to my current school and classroom in November of 2021. His initial ELPAC score at the beginning of second grade was 440 overall.
His summative ELPAC score for oral language was 1534, marking him in the well-developed category and his ELPAC score for written language was 1571, marking him in the well-
developed category. These scores put this student at a level 4 which negates him being identified as an English Learner. Another comprehensive assessment screening our school uses
is called Fast Bridge and is used to identify academic and social-emotional needs. Fast Bridge measures and assesses English language proficiency in three categories: phonemic awareness, phonic fluency, and general reading. Fast Bridge also assigns each student a reading program based on the three previously mentioned assessment categories. The students
are ranked as high risk, some risk, below the goal line, at the goal line, or above the goal line. The most recent class scores showed that 19 out of 24 students scored at 79% for phonemic awareness, 15 out of 25 students scored at 60% for phonics and fluency, and 13/24 students scored at 54% for general reading. There was one student who was flagged as intense for phonemic awareness and phonics and this student receives additional small group instruction with the speech teacher in the afternoon for English language proficiency tutoring ]
c. cultural and linguistic resources and funds of knowledge (i.e., knowledge and skills derived from cultural experience)
[There are 25 students in this class. 24 students identify as Caucasian, and 1 student identifies as Hindi. The details and information I acquired about cultural and linguistic resources and funds of knowledge were derived from student surveys, student files, interviews with my master teacher, my observations of students inside and outside the classroom, interactions with students, and student conversations in a group or individual setting. All but one student was born in the United States. These students are born in the United States and either natives of our
rural California county, born and raised or moved here from neighboring cities. One student was
born in India. His family moved to the United States from India several years ago. This student is well-adapted to American culture and speaks fluent English. This student has not had any difficulty making friends and being accepted by the students in my classroom. Most of the students enjoy or prefer reading, writing, art, and science out of all subject areas. These third graders are thrilled when they work in groups and favor learning activities that allow them to work with a partner or close friend. A few prefer to work alone or with a classmate they are good
friends with. They work diligently to complete their work and assignments so they can spend their free time reading a book of choice or playing teacher-approved games on their Chromebooks. The majority of students are extremely talkative, and some are quieter and prefer to work alone. Many of the students share similar interests such as playing video games and sports, listening to the same music, and spending time with friends and family. A few students participate in school-organized sports and extra-curricular activities such as dance and
piano. Many of the students enjoy art or drawing. Although our class is not culturally diverse, the
adopted curriculum chosen by the principal includes learning activities that explore and teach students about other cultures and beliefs. Our class library includes culturally diverse books]
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Instructional Cycle 1
Multiple Subject and Single Subject
Part A: Written Narrative: Getting to Know Your Students Template
d. prior experiences and interests related to the content
you plan to teach
[The prior experiences and interests related to the content I plan to teach included art lessons that incorporated a variety of geometrical shapes. Each art lesson took a different approach encompassing grade-level standards. As mentioned previously in part A, many students share an interest in art either outside the classroom or during class time. Students also enjoy drawing pictures and using manipulatives to demonstrate understanding of the content they are learning.
Students are familiar with and enjoy watching learning videos on the class TV to enhance their understanding of the content. Earlier in the year, students reviewed second-grade standards related to geometric shapes. They also have covered and finished place value and problem-
solving with units of measure, multiplication, and division with units of 0-9, and multiples of 10. Students will use their prior experiences of what they learned during the first half of the school year and apply it to the content I plan to teach.]
2. Contextual Information for the Class
a.
grade level(s)
[Grade level is third grade.]
b.
age of students
[Age of students ranges from eight to nine years old.]
c.
content area
[Content area is mathematics and finding the area of plane figures.]
d.
instructional setting (in-person, online synchronous, hybrid)
[Instruction setting is in-person.]
e.
resources and materials you have access to and plan to use in the lesson
[Resources and materials I have access to and plan to teach include a document camera, class tv, square tile blocks, graph white-boards, dry-erase markers, and a video.]
f.
number of students:
i.
total number of students (whole class) [The total number of students in the whole class is 25.]
ii.
number of identified English learners [There are no students identified as English learners.]
iii.
number of students with an Individualized Education Program (IEP)* [There are no students with an IEP.]
iv.
number of students with a 504 plan* [There are no students with a 504 plan.]
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Instructional Cycle 1
Multiple Subject and Single Subject
Part A: Written Narrative: Getting to Know Your Students Template
v.
number of students identified for Gifted and Talented Education (GATE)* [There are no students identified for GATE.]0
* Include a note if IEP/504/GATE goals/plans are not applicable for your students given their age (e.g., TK–3 classroom).
g.
dual-language setting, if applicable; indicate setting and language of instruction:
bilingual [ 0 ]
one-way immersion [ 0 ]
two-way immersion [ 0 ]
Focus Students
3. Description of 3 Focus Students’ Assets and Learning Needs
To protect the privacy of the 3 different focus students, refer to these students throughout your submitted evidence as Focus Student 1 (FS1), Focus Student 2 (FS2), and Focus Student 3 (FS3). Remember: Do not use an actual school name, the names of other adults in the classroom who support students, or the names of any students in the evidence you submit for Cycle 1.
Focus Student 1
a.
current proficiency in reading, writing, and speaking/listening in English and mastery of the primary language
[FS1 was born in the United States citizen, and the primary household language is English. FS1
has mastery of listening in his primary English language. FS1 has had issues with his ears since
birth and had to have tubes placed in his ears when he was younger. He is a master at speaking
in English but does pronounce some words differently because of his medical condition. Since he is a native English speaker, he was not tested using the ELPAC when he entered public school. However, as mentioned previously in part B, the school has adopted an additional assessment testing program called, SIPPS, for reading and literacy. According to FS1 assessment scores, he was flagged as Intense for phonemic awareness and phonics. He was deemed at high risk for phonemic awareness, some risk for phonics and fluency, and a high risk
for general reading. FS1 also attends speech therapy and RTI small group instruction. My master teacher and I aid FS1 in reading when asked, use the closed caption, and other assistive speech technology when FS1 requests.]
b.
prior academic knowledge related to the specific content you plan to teach
[FS1 has prior academic knowledge related to the specific content I plan to teach because math
is one of his favorite subjects and from reviewing his past assignments and test scores, I am confident he will have a strong consensus of the content I plan to teach.]
c.
social identity (student’s expressed self-concept derived from a social group that is evident through peer and/or adult interactions inside or outside of school)
[FS1 has a strong social identity. He is well-liked by all students in the classroom. He has three close friends whom I have witnessed him playing with at recess. FS1 takes advantage of every Copyright © 2022 by the California Commission on Teacher Credentialing
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Instructional Cycle 1
Multiple Subject and Single Subject
Part A: Written Narrative: Getting to Know Your Students Template
opportunity in class to collaborate with his three close friends and they will often work together during group activities. FS1 is very social, polite, and respectful towards other students inside and outside the classroom as well as all faculty and staff. Despite his medical condition, he is always happy, willing to help, and has exemplary behavior in the classroom. FS1 is a very confident and diligent student and participates in class discussions.]
d.
cultural and linguistic resources and funds of knowledge
[FS1 cultural and linguistic resources and funds of knowledge come from him being born in the United States and the primary language spoken in the home is English. FS1 lives with his parents and two siblings and has lived in our rural town his whole life. He agreed to be interviewed to obtain additional information about FS1 and filled out a “Student Interest Survey.” FS1 is naturally good at math and learns the subject easily. He enjoys spending time with friends, being outside, and his hobby is running.]
e.
prior experiences and interests (as they relate to the content you plan to teach)
[FS1 prior experiences and interests related to the content I plan to teach are that he loves math
and finds it easy to understand and enjoys hands-on activities. He uses associations from what he already knows about recently learned math concepts and applies them to new mathematical concepts. FS1 stated in his interview that playing the video game, Minecraft has helped to understand math more easily.]
f.
developmental considerations (e.g., social-emotional)
[As mentioned previously in part A of Focus Students, FS1 had issues with his ears throughout his early childhood, but otherwise, his developmental considerations appear to be normal for social-emotional, and child development.]
g.
ELD goal(s)
[By the end of the lesson students will be able to determine the area of a figure, as evidenced by offering one supporting opinion in communicative exchange while constructing a model.]
Focus Student 2
a.
learning challenge (identified disability and IEP goals, focus of 504 plan or Multi-Tiered System of Supports [MTSS], or need for greater instructional challenge through GATE goals/plans)
[FS2 has a learning challenge that has been identified through several benchmark state testing assessments and has an MTSS plan in place. Based on benchmark assessment scores, he is at high risk for number sense, number operations, and general mathematics. FS1 was flagged as needing intense, explicit small-group instruction. FS2 attends one tutoring session in the afternoon daily, and an additional tutoring session twice a week. Both tutoring sessions are during school hours. FS2 is given additional support and practice at home.]
b.
prior academic knowledge related to the specific content you plan to teach
[FS2 prior academic knowledge related to the specific content I plan to teach stems from second-grade content standards in the topic I plan to teach, and as evidenced previously in Part
A-Whole Class: Description of Students’ Assets and Learning Needs. Additional prior academic Copyright © 2022 by the California Commission on Teacher Credentialing
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Multiple Subject and Single Subject
Part A: Written Narrative: Getting to Know Your Students Template
knowledge related to the specific content I plan to teach comes from educational games FS2 plays on his Chromebook such as Prodigy, Kahn Academy, Zearn Math, and Math Playground.]
c.
social identity (student’s self-concept derived from a social group that is evident through peer and/or adult interactions inside or outside of school)
[FS2 has a strong social identity and has several friends in the class. I have seen him play with several of the male students from my class at recess and is social inside the classroom. FS2 seems to be a happy student and volunteers to help in class often. He sets a great example for classroom behavior, is attentive, and is a hardworking student. FS2 is confident in asking for help and answering questions during class discussions. He is polite to all adults and staff, and during conversations with FS2 through an interview, he loves to share about his hobbies and interests.]
d.
cultural and linguistic resources and funds of knowledge
[FS2 cultural and linguistic resources and funds of knowledge stem from him being a native to our small, rural town and having his education interrupted during the mandated state-wide school closures due to the pandemic. He lives with both his parents and his brother who are all English speakers.]
e.
prior experiences and interests related to the content you plan to teach
[FS2’s prior experiences and interests related to the content I plan to teach come from video games FS2 plays at home, such as Minecraft, Lego Worlds, and Roblox. FS2 also enjoys playing and building with Legos.]
f.
developmental considerations (e.g., social-emotional)
[FS2 developmental considerations appear to be normal child development and normal social-
emotional development.]
g.
assistive technologies as appropriate
[FS2 does not use assistive technologies for the content I plan to teach.]
Focus Student 3
a.
life experience(s) either inside or outside of school that may result in a need for additional academic and/or emotional support
[FS3 life experiences inside or outside of school that result in a need for additional academic or emotional support are due to chronic absenteeism, FS3 recurring stomach issues, and FS3 continual complaints of stomach pain. My Master Teacher divulged suspicions of poverty due to the presence of old dingy clothes, worn shoes, and unclean and unkempt appearances throughout the school year. My Master Teacher states FS3 is quiet in class, does not participate or engage in class discussions, and appears to be withdrawn. FS3 routinely asks for additional snacks daily. FS3 state-mandated benchmark scores reveal this student is at high risk for number sense and general math intervention. Based on this assessment and test scores, FS3 attends small group tutoring instruction twice a week during regular school hours. FS3’s mother refuses to have this student undergo additional testing to identify specific areas of learning deficits. FS3 pays attention during class and completes assignments on time but is easily distracted by other students. Based on past report cards and assessment test scores, FS3 has Copyright © 2022 by the California Commission on Teacher Credentialing
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Instructional Cycle 1
Multiple Subject and Single Subject
Part A: Written Narrative: Getting to Know Your Students Template
shown to meet standards or needs improvement in the area of math and has shown slow progress in mathematics based on information shared from the school math tutor.]
b.
prior academic knowledge related to the specific content you plan to teach
[FS3 prior academic knowledge related to the specific content I plan to teach is based on content standards covered in second grade and related mathematic concepts covered earlier in the year as stated in Part A-Whole Class: Description of Students’ Assets and Learning Needs.]
c.
social identity (student’s expressed self-concept derived from a social group that is evident through peer and/or adult interactions inside or outside of school)
[FS3 appears to be a happy student, gets along well with classmates, and I have witnessed her playing at recess with another student from the other third-grade class. My interactions with FS3
have been pleasant and she is respectful. Per the student survey, FS3 likes math and science, has several animals at home, and enjoys riding dirt bikes at her grandmother’s house. She has a four-year-old brother who is in preschool, shares a room with her younger sister, and is excited to play softball when the season opens. During my interview with FS3, I noticed she stood away from me, in a distrustful manner, and would not stand in close proximity. I had to ask
her several times to speak up due to her soft-spoken demeanor.]
d.
cultural and linguistic resources and funds of knowledge
[FS3 cultural and linguistic resources and funds of knowledge are derived from being born and raised in our small, rural town. She lives with both of her parents, a younger sister, and a younger brother, who are all Caucasian. In our interview, FS3 shared with me that she lives on several acres of land and has a small farm with animals that include four dogs, a cat, a parrot, and an African Grey bird. She loves to play chess and puzzles help her to relax. FS3 enjoys spending her time outside and loves animals and nature. Despite her quiet and withdrawn demeanor in class, FS3 was extremely social and talkative during the interview.]
e.
prior experiences and interests related to the content you plan to teach
[FS3 prior experiences and interest related to the content I plan to teach derive from her passion
for playing chess, her interest in math and completing puzzles, and from the evidence provided previously in Part A: section C of the Whole Class.]
f.
developmental considerations (e.g., social-emotional)
[Besides reluctance to participate in class and group discussions and appearance of being withdrawn during class discussions, FS3 other developmental considerations for child development and social-emotional development have demonstrated to be normal. FS3 has a best friend in the other third-grade class, gets along with peers, stays on task, and completes assignments. FS3 is always smiling and appears to be a happy child.]
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