Business > CASE STUDY > JOT2 Task1 Template.docx Learner Analysis Assessment Code: JOT2 Task 1 Learner Ana (All)

JOT2 Task1 Template.docx Learner Analysis Assessment Code: JOT2 Task 1 Learner Ana

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JOT2 Task1 Template.docx Learner Analysis Assessment Code: JOT2 Task 1 Learner Analysis Instructional Setting and Content Area This is my first year as a teacher. I am employed at Leesylvania Elementary school grades pk-5. I was hired to teach language arts and social studies to 4th and 5th grade students. I am responsible for the Virginia Studies SOL and also the reading SOLs for both grade levels. My 5th grade class consists of 27 students, which I have from 8:55am until 1:00pm every day. My 4th grade class has 20 students which I teach from 1:00pm until 3:30pm. My 5th grade class contains six students identified as gifted and talented, two ESOL students, approximately 10 students reading below grade level and the rest are on grade level. I have a couple of students with ADHD and 1 with learned helplessness. My 4th grade class has one identified gifted and talented student, 3 SPED and 2 ESOL students. The remainder of this class has roughly 8 kids reading below grade level and everyone else is somewhere in the middle or on grade level. My SPED and ESOL students are usually pulled during instructional time for services. From my understanding the students have not had formal instruction in writing in the past two years and therefore the majority struggle to complete a basic sentence. On both grade levels a great portion of the students consistently fail to capitalize the beginning of a sentence or provide punctuation at the end. Both grade levels struggle to explain various parts of spee. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . .

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