Period 5
Grade: 10th
Number of students: 30
DEMOGRAPHICS
English only:9
RFEP: 21
RSP: 2
3 Students read at an eight grade level or above
27 students read below an eight grade level
87% of the students are hispanic/latino
10% of the students are white/caucasian
3% of the students are black/african american
LITERACY PROCESSES Reading: Students are engaged in close reading at least twice a week. They are given an article from a newspaper, online source, academic source, or their textbook. Students annotate, highlight main ideas, and answer questions about the article. The articles connect what the students are learning with real life situations. Students rarely read from their textbook. When they do read from their textbook, they only read small passages.
Writing: There is minimal writing in this class. The only writing students do is when they answer questions from readings or labs, take notes, and fill out vocabulary sheets. About once
every quarter, students write an essay about the topic they're studying. This essay is required to be 5
paragraphs long, but there isn't a length minimum. the essay isn't graded on grammar, sentence structure or academic
language. students are only graded on the main idea of the essay, which they
must highlight in their paper. Students don’t really write using their own ideas. Most of the paper is composed of sentences from their notes, close reading articles, and other worksheets
they're given in class. they are never required to do their own research or gather their own sources for their papers.
Speaking: Over this school year, there have been no presentations or situations where students must speak out in front of the whole class. There is student to student communication when students share their answers with a neighbor
before sharing out answers with the class and in groups when they work on labs. However, most of the speaking is done by the
teacher. Least successful students don't participate in class or in group discussions.
MULTI-LITERACIES
There aren't a lot of multi-literacies in the classroom. The main one is Powerpoint presentations, which are used to present notes for the chapter. These presentations contain visuals, text, and animations. Sometimes, videos are shown to elaborate on the content.When students write papers, they have to type them out on the school computers. That's the only technology they get to use in the classroom.
ASSESSMENT OF STUDENT LITERACY
Students aren't assessed on literacy or their language skills in this class. They are never corrected or graded on grammar, spelling (unless it’s a vocab test), or their use of academic language. They are only assessed on the main idea or the main concept that they are trying to communicate. Test are multiple choice, so there is no writing required.
CHALLENGES & SUCCESSES
Students have difficulty reading and writing. Over the year, I have seen an improvement in their reading, but not their writing since they don’t practice expressing their own ideas and thoughts in writing. Some students are successful communicators because they are interested in the subject and tend to do well. These students ask questions or for elaborations and further explanations. They're also more willing to share out answers with the class voluntarily.
CULTURALLY RESPONSIVE TEACHING
At the beginning of each class period, the teacher will begin with a personal story or experience regarding the subject they will be covering that day. Students are welcomed to share their own experiences
.
MULTI-LITERACIES
There aren't a lot of multi-literacies in the classroom. The main one is Powerpoint presentations, which are used to present notes for the chapter. These presentations contain visuals, text, and animations. Sometimes, videos are shown to elaborate on the content.When students write papers, they have to type them out on the school computers. That's the only technology they get to use in the classroom.
ASSESSMENT OF STUDENT LITERACY
Students aren't assessed on literacy or their language skills in this class. They are never corrected or graded on grammar, spelling (unless it’s a vocab test), or their use of academic language. They are only assessed on the main idea or the main concept that they are trying to communicate. Test are multiple choice, so there is no writing required.
CHALLENGES & SUCCESSES
Students have difficulty reading and writing. Over the year, I have seen an improvement in their reading, but not their writing since they don’t practice expressing their own ideas and thoughts in writing. Some students are successful communicators because they are interested in the subject and tend to do well. These students ask questions or for elaborations and further explanations. They're also more willing to share out answers with the class voluntarily.
CULTURALLY RESPONSIVE TEACHING
At the beginning of each class period, the teacher will begin with a personal story or experience regarding the subject they will be covering that day. Students are welcomed to share their own experiences
.
No comments:
Post a Comment