VANCOUVER ISLAND UNIVERSITY FACULTY OF EDUCATION

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

PART ONE - SCHOOL CONTEXT
(BLANK FORM to be printed and filled out OR save as word document and print)
Some of this information can be gleaned from your school website or school handbooks.
For important information about the community I would suggest connecting to: STATSCANADA website:
http://www.statcan.ca/english/edu/index.htm
Community Context
1.

Describe the significant features of the community in which the school resides and how the
community impacts the students and their learning. Also discuss with your sponsor how you are
to interact with parents.

Small community with lots of farm land, SD69

Very nature-oriented community.

Large collection area

Close Beach area access

SOL program offered (Kindergarten)

School-wide plannersEvery student has their own. Allowing communication (daily)

with students and parents.

School Context
1. In conversation with your sponsor find out about school routines, processes or school wide programs that

will impact on your management of your class in the school. List below in point form:

Assembly (School-wide) every 2 weeks or soevery second Tuesday.

Read Teams (school-wide)

Both 3 / 4 classes participate in a spelling program together (Students are placed in

'level groups')
Start every morning with Silent Reading (20-30mins) once the students have put their
things away (backpack, jackets, indoor shoes)--Class routine

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Page 1

Catch the Calm after both recess and lunch recess.--Class routine
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3. Discuss safety and emergency routines with your sponsor and concerns about first aid and
medicines that may impact on your class and identify in point form below:
(Include fire, earthquake and lockdown procedures as well as anaphylaxis concerns if any)

Two students with severe peanut allergies in the class (anaphylactic)--have epi pens in office.

Fire Drill:

Exit by the outside door, take class list. Students walk in single file following teacher.

All classes meet on back field. Students remain in line. Take attendance, send runner with
attendance sheet to principal/secretary. Remain quiet until instructed to go back inside.

Earthquake:

Take cover (under desk or in doorway). Face yourself away from windows, kneel on the
floor with one hand covering your head, and the other hold the leg of the desk. Count out
loud for duration of EQ. Count to 60. Take attendance, report to site manager.

Lock-down:

Teachers close shutters, lock doors. Teacher directs students to sit down out of site in a safe
place. Take attendance, the office will call room to confirm all are accounted for.
Note the missingwait for PA announcement to clear lock-down.

Students in the gym, report to music room.

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

PART TWO - CLASSROOM CONTEXT
Classroom Management Procedures:
1.

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: Teacher asks one student to take the attendance sheet to the office during
silent reading
Transitions: After silent reading, teacher goes over Shape of the Day before beginning
instruction
Catch the Calm after both recess and lunch recess

Hand out of materials: Teacher asks student volunteers/helpers to hand out materials &/or
supplies. Or, stuents individually collect their handouts, etc form the carpet; after the teacher has
them laid out and instructed the students their tasks. Students will select quiet headphones if
needed, and pencils/pens.
VANCOUVER ISLAND UNIVERSITY FACULTY OF EDUCATION

Music with Mrs. Smith

PE with Mrs. Dutton

EAMrs. A

Mrs. Brown (SSW)

Other 3 / 4 class with Ms. Silverton

Above are teachers and other staff within the school that interact with our classroom

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Page 3

Interaction and discipline:

1.

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:

Teacher counts down from 5, Claps, or uses wait time to get students attention

Discipline:

Teacher will separate students who are talking/misbehaving. Teacher reminds students to
use 'self-regulation'

Routines

Catch the Calm after recess and lunch recess.

Teacher reads a novel during the students eating period.

Students write in planners at the end of the day

Silent reading every morning.

Assessment & Evaluation

1.

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.

I have an assessment sheet which will allow me to keep track of students progress throughout
each unit. This sheet will allow me to track students progress, also allowing me to see where students are
persevering and where students will need guided support. This will allow me to see if students need direct
support, some guided support or are capable of working independently.
Assessment strategies I will be including throughout my units are:
Students reflection: ticket out the door
Ask students to summarize (summarize or paraphrase important concepts of the lesson)
Peer teaching (Have one student teach what they learned to another student. If they do this
successfully, its clear they understand)
Think-pair-share
Choral reading (Read team)
3-2-1 ( 3) things they learned from your lesson; 2) things they want to know more

about; and 1) questions they have. The prompt stimulates student reflection on the lesson
and helps to process the learning.)
Journal reflection (Reflect on the lesson and what they learned)
Practice frequency (Checking for understanding at least 3 times in a lesson
Making it useful (The true test is whether or not you can adjust your course or
continue as planned based on the information received in each check. Do you need to stop
and start over? Pull a few students aside for three minutes to re-teach? Or move on?)
Hand signals (Thumbs up for understanding, sideways if needed more guidance, or thumbs
down who dont follow, or need extra support)
T-chart (what I understand, what I dont understand/follow or what Im more curious about)
2.

What other information will help you during your school experience?

VANCOUVER ISLAND UNIVERSITY FACULTY OF EDUCATION

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

PART THREE (A.) - INDIVIDUAL LEARNERS
Collect information about each individual learner in the class with respect to: level of literacy, numeracy
and social responsibility; strengths and/or special needs.
Student

Literacy

Numeracy

Student A (N.B)

Exceeding
This student loves to
read. They read new
Exceeding
novel every 1-2 weeks. Student A

Not yet Meeting

expectations.
Reading level is low.
Not yet meeting
Makes good
expectations.
connections to
Student B (W.M gr. 3)
This student
readings. Enjoys
sharing thoughts on the struggles with the
basic facts with
reading
addition and
subtraction.

Student C (M. F)

Meeting.
Reading: Struggles
with comprehension
and explaining what

Social Responsibility

Strengths/needs
This student is
highly intelligent in
all areas of
academics. He loves
a challenge and
being able to assist
friends where
Meeting expectations needed.
Loves helping others Polite, comical
when needed. Always Can be distracted by
playing with friends at peers but selfrecess and lunch.
regulates regularly.
He has made some
improvements with
math, but still needs
guided practice.
Meeting expectations. Reading level is
They love playing with low, but this student
tag at recess and lunch is very interested in
geology and earth
break, and includes
peers in all activities. science books.
During library time,
this student always
chooses a science
book of interest.

Needs: Less
socializing to peers
surrounding.
Easily distracted
and needs to be
refocused to
lesson/activity/task
at hand.
Meeting.
Meeting. Very friendly Student is FASD,
Needs a little
and caring. Has many uses a fidget tool to
guided practice
friends but tends to
self-regulate and
when starting. Once hang out with the same stay focused on

Student D (R. D)

Student E (B. D)

Student F (A. F)
Student G (P.G)

has happened in the

story.
Writing: improved!
assignments.
Loves hand-writing all they understand the
Strengths: Helpful to
their work (clear &
all students in
lesson they are a
neat) Writes complete keen learner to have
school. Includes
sentences and
everyone in
their work complete two students from
independent when
school;
laughing
activities.
or near completion.
spelling.
together and helping Needs:
Not yet
meeting/Meeting
Stud. D strengths:
Student D reads well
Knowledgeable in
but tends to get lazy.
all academic areas.
Needs the extra
Needs: Laziness
push/guidance from the
affects class work
teacher.
Meeting
and needs more
Reading level is a work
Friendly to all peers
considerate of
in progress on finding Meeting. Knows a Considerate and
timing for
level and
involves
all
peers
when
lot of basic facts
completion of
Reaching reading
with add/subtraction participating in
assignment.
ability.
activities
Meeting
Enjoys reading during
Strengths: Great
Catch the Calm
academic student.
periods.
Meeting.
Meeting, Plays with the Loves to include all
Writing: Writes well
Knows basic facts same peers at recess
friends.
but needs practice with of add/sub. and
and lunch. Shy at first Needs: Practice
punctuation and what loves practicing
but friendly to all peers punctuation when
words to capitalize.
multiplication.
of the school.
writing sentences.
Exceeding
Reads well above grade
level. Enjoys
This student is
challenging chapter
extremely shy and
books.
has anxiety.
Writing is outstanding;
Great working with
makes great
Exceeding
Meeting
particular students
connections with
Challenges her own Loves including peers who theyve created
lessons and real life
work. Loves
to Foursquare activities great friendships
examples.
multiplication!
at recess and lunch
with.
Not yet meeting.
Meeting. Works
Meeting. Loves playing Student doubts his
Enjoys reading books well with numbers. tag with peers. Active knowledge. Gets
on hunting and outdoor Builds things in his and problem solves
down on himself
action activities, such spare time therefore, well.
when he thinks his
as mountain biking.
has the builders
work is wrong.
Writing, needs
understanding with
Works well after
assistance when
math, especially
given great
spelling and building with measurement.
feedback from
complete sentences.
teachers--feels

proud when work is

complete..
Strengths: All
academic areas,
especially with
science! Explains
facts and knowledge
well; creates great
Meeting. Enjoys and
connections to
is very
lessons with outside
knowledgeable with
world.
Meeting. Reads chapter math. Knows most Meeting. Great with all Needs: Peanut seat,
books. Loves reading basic facts and has students and wants to wobble stool for
animal books and
improved with
include everyone. Has sitting: helps with
Student H ( D. H--3) fictional stories.
add/sub 2 digits.
great social skills.
back alignment.
Meeting.
Reads chapter and
fictional novels. Enjoys
a good
fictional/mystery book
Meeting. Plays and
Strong academic
that keeps her thinking. Meeting.
interacts well with
student. Completes
Writing: Punctual and Knows basic facts, peers. Involves other work on time, very
writes complete
enjoys challenging students in games if
proficient and
sentences. Usually
herself with
excluded from others. helpful with other
makes and includes
multiplication
Caring individual but peers and catching
examples within their practice in class and may consist of shy
them up with their
Student I (M.H)
writing.
at home.
attributes.
work.
This student is
talented in many
areas of academics.
This student loves a
challenge on their
Exceeding. Loves
work.
reading chapter
Needs: be cognizant
books/novels. Enjoys
of other peers who
comic-based books too.
need to complete
Loves challenging
their work even
himself with new
though his is
spelling words and
Exceeding
complete. May
implementing the new expectations! Loves
distract others at
words into their
challenging himself Meeting expectations. times. Guided
writing.
with 3-4 digit
Enjoys playing tag
support to have
Writing: Writes
add/sub. Enjoys
with other peers from them read or assist
wonderful and gives
multiplication and class. Doesnt like to peers with
great descriptions and assists peers with exclude individuals
completing their
uses examples in their their math where
from anything. Great work rather than
Student J (D.O)
writing.
applicable.
problem solver!
distracting them.
Student K (T.H Gr. 3) NYM/Meeting
NYM/Meeting
Helpful to others.
Needs to be more

proficient with their

time. Easily
distracted and needs
guided practice to
keep them focused
on work and getting
their work
complete.
Strength: Works
Loves playing running well with peers, and
and action activities. group work.

Needs guided practice

to keep them on track
with reading or else
This student knows
they are easily
some basic facts of
distracted.
math with add/sub.
Writing: Practice wordsBut could use more
and using punctuation practice outside of
within their writing. class.
NYM.
Needs support with
NYM. Needs
their reading and
teachers guidance to
Works well with
writing. Sees EA and complete work.
partnered tasks.
Student support worker Knows some basic Active and helpful with Helpful with
to practice
facts of math and friends. Includes peers organizing supplies
reading/comprehension has greatly
into games/activities. and handing out
Student L (B.J Gr. 3) and spelling.
improved over term.
supplies for teacher.
Strong academic
student. Helps peers
Exceeding! Reads
Exceeding. Knows Great friend to all
whenever assistance
anytime they can.
basic facts with
peers. Works well with is needed.
Reads mystical novels. add/sub. Loves
other classmates during Understands criteria
Tends to read a whole working with
group work.
and explains the
series of fictional
multiplication
Assists any students
process of the
novels, reads during
questions and
who need extra
activity to peers
every free block or
challenges her
guidance/support if
very clearly for
Student M (A.J)
catch the calm period. abilities to improve. work is complete.
clarification.
Theyre able to
Meeting.
comprehend what
Reads action
they read very well.
novels/chapter books.
Gives great
Loves reading animal
explanations when
fact books and comics. Meeting.
asked a question.
Reads at gr. Level and This student knows
Can be distracted by
challenges their
some basic facts of
peers but once
thinking.
math with add/sub.
theyre redirected
Writing: At grade
Helpful to other
and guided back to
level; gives great
peers especially
their task--he stays
explanations and
with our
Great friend to all
focused.
examples within their measurement unit. peers. Problem solves Uses silent
writing pieces. Likes to Loves working with any difficult situation headphones if being
elaborate on their
multiplication and before finding an adult bothered by other
Student N (J.L--3)
writing pieces.
helping their peers. to help.
peers (self-regulates)
Student O (L.R)
Exceeding. Reads well Exceeding. Loves Meeting. Shy student. Very quiet student,
above grade level.
multiplication, and Communicates well
Social interaction is
Reads novels and
challenges their
with specific students a in progress. Has

made great
improvements with
communicating to
peers outside of
class.
Active student.
Tries her ultimate
Meeting!
best in all academic
NYM.
Loves including
areas. Asks the
Struggles with basic everyone in activities. teacher privately
facts. Practice with Doesnt like it when
when lost/confused
add/sub at home
someone is left out.
about the
will assist them for Overall, caring and
lesson/activity.
future math practice.genuine student
Student is a
perfectionist.
Wants/tries to have
her writing
completely neat and
tidy.
Soft spoken, so
needs to speak up a
Meeting/Exceeding Meeting. Kind and
little when speaking
Knows basic facts gentle to all
aloud.Gets silly
with add/sub. Loves friends/peers of the
with certain peers
working with
school. Problem solves but when redirected
multiplication
before finding an adult back to
questions and
for help.
lesson/activity
challenges her
Gets along well with student has strong
abilities to improve. others but can be quiet. work ethic.
Gets a little silly and
distracts others from
work. Needs to be
NYM.
redirected by a
Struggles with basic
teacher to have them
facts. Practice with Friendly student. Gets refocused on their
add/sub at home
along well with others. work.
will assist them for Works well with peers Once redirected
future math practice.and group work.
student stays on task
Meeting.
Works well with others. This student is very
Knowledgeable withGets silly and can be bright and asks
basic facts with
distracting at times but good challenging
add/sub. Like to
knows how to selfquestions that
challenge himself regulate.
makes think or even
when working with
research the
multiplication. Has
answers. Deals with
great knowledge
stress and anxiety.
with mathematics.
Uses a fidget tool as

chapter books, enjoys

mystery and science
add/sub. Work by
books, as well as
add/sub 3-4 digit
animal stories.
numbers.

Student P (A.M--3)

Meeting.
Reads fictional stories
and loves books about
animals and
fictional/mythical
stories.

Student Q (T.V)

Exceeding
Tends to read a whole
series of fictional
novels, reads during
every free block or
catch the calm period.
Reads all the time at
home. Makes great
connections to stories
and gives wonderful
examples.

Student R (K.N--3)
Student S (M.P)

Reads with a morning

group alongside of EA.
Student gets lazy with
their writing and needs
extra practice writing
complete sentences.
NYM/Meeting
Explains and
comprehends a story
well. Tends to chose
animal fact books or
fiction chapter books.

in the class. Speaks

great and explains
criteria of the lesson to
other peers if theyre
lost.

Student T (J.R)

Student U (D.S)

Student V (B.S--3)
Student X (M.D)

a self-regulator.
Needs direct/guided
support to keep
them focused and
on task. Student is a
great friend to peers.
NYM. Needs
Works well with
teachers guidance to
others in partnered
NYM Enjoys stories complete work.
activities. Artistic
that inform him on
Knows some basic Active and helpful with but doesnt
mountains bikes
facts of math and friends. Includes peers acknowledge their
(outdoor activities) and has improved over into games/activities. ability.
dinosaurs (facts)
term.
NYM
In a reading group AM
Needs: Home
with EA--Contributes
practice with
to reading aloud to
writing (capital
peers.
letters use and
Comprehends what
punctuation)
happens in a book well Works great with
Loves to share
but writing it can be
partners. Knows
Helps others whenever stories and making
difficult.
basic facts with
needed. Kind and
connections.
Orally/verbally
add/sub-- can use a caring to all individuals Doesnt like to
explains situations
little more practice especially young
exclude anyone
within a story well but to help with
students in the K/1
from activities.
has difficulty writing. multiplication.
classes.
Sees a
speech/language
supporter who works
in the school. Has
books/stories to read
aloud at home,
Exceeding.
which allows him to
Knows basic facts
practice
with add/sub. Loves
pronunciating R
a challenge with his Friendly to all. Kind words
work. Student likes and caring, problem
Strength: Selfworking with 3-4 solves on his own. Gets regulates and
digit numbers
distracted with
ignores those around
(add/sub)
socializing to peers
him when he is
Exceeding with
Multiplication
is
a
within
class
but
is
more
focusing on his
reading. Reads fictional
work. Completes
stories and loves sports new area where this than capable to shut
student
is
shining.
them
out
and
selfmost lesson
books especially
Loves
a
challenge
regulate
himself
to
activities and helps
hockey related.
and helps peers
focus on the task at
those who need
Writing: meeting
whenever needed. hand.
assistance.
NYM
NYM
Meeting. Kind to all Student is new to the
Student struggles with Teacher guidance is students. Gets
community. Has

reading and writing

abilities.
Tends to think that they
cant do it. Teacher
guidance is needed to needed or a partner
have them refocused to to help guide with
the task at hand.
their work
distracted easily.

been shy with

certain people but
just wants to feel
included.
Teacher guidance is
usually needed to
keep the student on
task.

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Page 5

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

PART THREE (B.) - CLASS REVIEW
Class Review
Teacher:

Class:

Classroom Strengths: What are the strengths of the class? What are the positive things about this group
as a whole?

A general positive, enthusiastic attitude towards learning

supportive, involved parents

A close number of boys and girls

Kind, thoughtful, and respectful students

The opportunity to co-teach with Ms. Silverton and her grade 3 / 4 class to bring students greater
opportunities academically and socially.

Classroom Needs: What are your concerns about the class as a whole? What accommodations will you
need to make in your planning or managing the class based on the needs of the class as a whole?

Many different levels of ability and learning styles

Student with autism

Encouraging self-regulation and self advocacy

Make sure all lessons use all types of learning styles to benefit every student and to help their
understanding.

How will you develop a rapport with this class what are the key considerations?

Consider students' interests when planning lessons to help create good/great studentteacher relationships (personalize activities/lessons)
Utilize all learning styles in lesson planning
Build questions they want answered (use chart paper)
Be open with my students. Allow them to see my heritage side when teaching Social studies (First
nations unit)

VANCOUVER ISLAND UNIVERSITY FACULTY OF EDUCATION

What else is relevant to your time in class?

Good rapport with the other gr. 3 / 4 class

Grade 3 / 4 collaboration (prep-time)
Read Team5 different groups within the school

Individual Concerns
What are the individual needs in your classroom?
Medical
2 students with severe peanut allergies
2 students with asthma
1 student who suffers from seizures
Language
Boy P, T, W,B all work with speech and language pathologist
Girl M- ELL works with speech an language pathologist

Learning
Boy P-Struggles with reading and writing Boy JR struggles
with information processing Boy B, D W; Girl K, Am all
struggle academically 2 IEPs Boy D & JR
Socio-Emotional
Boy D.H Struggles socially with age appropriate situations
Girl M.F and A.F have severe anxiety, suffer with some confidence

Other
Strong academically
Boys: N.B, D.O, M.P

Girls: A.J, A.F, L.R & T.V

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Page 7

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

PART FOUR - IMPLICATIONS FOR PLANNING
Given what you now know about your class - summarize the most important implications that you draw from this
assessment that will be of critical importance to your planning and teaching. Specifically, what adaptations will you
make in your planning and your management of the class now that you have this specific information?

Some of the most important things I will note to myself while on practicum with these students is to
make my assignments and lesson relevant and interesting to their needs. It will help both the students to stay
focused and on task, while I get to learn more interesting facts about the students themselves.
By opening up about myself and allowing the students to see different parts of me, for example where I
grew up, what I enjoyed in school, where I see myself going in the future. This will open up a door for the
students to see that no one is perfect, we all have different interests but sometimes we have things in common.
My students at this point have enjoyed the humour I have brought to the classroom, I may have a joking side
but they also know that when i teach that they need to show respect.
As for adapting my lessons or routines, I will inform students of any changes in the schedule ahead of
time; we tend to do our shape of the day in the morning after theyre silent reading period. I will stick to that
routine as it is important for them to know what our day consists of, and it will also be key for my students
who get anxiety whenever there is a change that theyre unaware of. It is a key routine I will implement into
my practice. Another routine I will continue is catch the calm. This routine occurs students return back to
class after recess and lunch recess play time.
As for adaptations, I am aware of one of my students who uses a wobble chair at their desk and uses a
peanut exercise ball seat while we are at the carpet; these will not affect my teaching in anyway as they are
self-regulating tools to help them stay focused. I also have many students who use fidget tools, such as textile
squish ball. These tools assist the students with staying focused on their learning and dont distract them from
the lesson(s).
Some of the most important implications that I draw from this assessment is that all my learners have
different needs that need to be met. With the literacy, and numeracy abilities, I know that I have learners in all
areas from Not Yet meeting to exceeding. For my learners who need the extra assistance, I will have support
from the schools EA and let her know ahead of time of when my lessons will be, and we can work out a time
for her to be able to come assist us in the classroom.