1. education
2. school

Teacher Work Sample
Presented to
Dr. Patricia Smith, Instructor
In Partial Fulfillment of the Requirements for
CUIN 4433 & 4403
Prairie View A&M University
College of Education
Department of Curriculum and Instruction
Spring Semester 2012
By 1704737
Sharneace Johnson
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Table of Contents
 Learning Context………………………………………. page 4
 Learning Goals and Objectives……………….. page 20
 Assessment Plans……………………………………… page 25
 Design for Instruction…………………………….. page 32
 Instructional Decisions……………………………… page 42
 Analysis of Student Learning………………………Page 45
 Reflection and Self Evaluation…………………… page 48
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The Teacher Work Sample focuses on the 1st grade
level at Oakland Elementary, located in Fort Bend ISD.
Instruction, Modifications, and Assessment Plans are
designed for the 1st grade level in an inclusion classroom.
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Learning Context
The candidate describes a specific learning context, including
community, school, classroom, teacher, and student characteristics
that might affect student learning.
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Fort Bend ISD Vision
Fort Bend ISD—the school system
Of choice to prepare our community
For a global tomorrow.
Fort Bend ISD Mission
Fort Bend ISD provides an environment
for each student to acquire knowledge,
develop skills, and build character to lead
a productive and responsible life.
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Instructional Implication of Fort Bend Independent District:
My name is Sharneace Johnson, and my student teaching experience was
held in the Fort Bend Independent School District .I am an Interdisciplinary
Studies Major, with a concentration in EC-6 Generalist. I was truly blessed to be
placed in Oakland Elementary in Fort Bend ISD. The following information is about
the Fort Bend ISD and its significance to the community and the affect of student
learning.
Fort Bend ISD is 170 square miles. The school district consists of 74
campuses and 14 other sites. Projected enrollment for 2011-2012 is 69,459. The
school district is the largest employer in Fort Bend County with approximately
7,940 full-time and 649 part-time employees, and 842 substitutes. As the 7th
largest school district in Texas, Fort Bend ISD is an outstanding district of choice
by parents of close to 70,000 students. To serve a growing population, in 20112012 FBISD will have 74 campuses (11 high schools, 14 middle schools, and 45
elementary campuses. To address various vocational interests and special learning
needs, the District also has a Technical Education Center, the M.R. Wood Center
for Learning, the Progressive High School, and the Ferndell Henry Center for
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Learning. Fort Bend ISD is proud of the fact that we are one of the most diverse
school districts in Texas and in the nation. As a multicultural school district, our
students represent from around the world. More than 90 different dialects and
languages are spoken by our students and their families.
FBISD is a majority minority school
district
30.95%
21.65%
24.48%
22.57%
0.24%
Black
White
Hispanic
Asian/Pacific Islander
American Indian
26.64%
51.01%
14.28%
7.98%
0.09%
Black
White
Hispanic
Asian/Pacific Islander
American Indian
How FBISD changed over the last 25
years
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1985
Black
White
Hispanic
Asian/Pacific Islander
American Indian
2011
Black
White
Hispanic
Asian/Pacific Islander
American Indian
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Fort Bend Independent School District believes that all children can learn.
The district believes that teachers make a positive difference in student
achievement by both what they teach and how they teach. The independent school
district believes that high expectations lead to high performance by all students
and staff. The school districts believes that literacy skills are vital to student
success and every child should read at or above grade level by the end of grade
three and continue to do so.
FBISD believes that school improvement is a continuous process achieved
through focused goals, high expectations, reflective practices and ongoing
monitoring and assessment. The district believes in ongoing, focused professional
development of teachers and administrators for improved student achievement and
the general well-being of all students. Fort Bend believes in the complete
development of every child through curriculum and instructional standards that
integrate skills and experiences with emerging technology. The district believes
that all stakeholders will work together to achieve a collaborative learning
environment. Fort Bend ISD believes in celebrating our diversity as well as the
values that our communities hold in common. FBISD believes in enhancing its
instructional program through parental involvement and community partnerships.
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Special Programs Mission:
The Special Programs Department
provides supplementary instructional services critical to meet the unique needs of
students who require additional support to maximize their learning potential. We
are here to add value to the general education curriculum through providing
specialized services and instructional programs.
Our Programs/Initiatives:
Bilingual and ESL Programs serving eligible English language learners
PreKindergarten Program serving 4 year olds who are: English language
learners; educationally disadvantaged; homeless; children of parents who are
active in the military service or who were injured or killed while serving on
active duty; or children who are or ever have been in the conservatorship of
the Department of Family and Protective Services
Federal Programs providing students with supplementary services through
Title 1 and Title III entitlement funds
Homeless Program providing supplementary services to eligible students who
are in homeless situations
Reading Recovery/Descubriendo la Lectura serving children most at-risk for
reading failure in first grade
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Ridgemont Early Childhood Center serving children ages birth through 4
years old and their families in the Ridgemont Community
Even Start Family Literacy Program serving disadvantaged families and their
young children
Advancement Via Individual Determination (AVID): serving primarily least
served students in the academic middle within a college readiness system
designed to increase the number of students who enroll in four year colleges
Extended Day Program serving primarily elementary students in a before and
after school enrichment setting.
Become a Fort Bend ISD Mentor!
You can make a difference in the future of a student!
The Volunteer & Partnerships office recruits volunteer mentors to meet with
students from all grade levels for 30-60 minutes once a week during the school
day. Research shows mentoring supports the basic needs of affection, approval,
belonging, and security while improving a student’s social and emotional well-being,
self-confidence, and attitude to learning. Everyone is a potential mentor! Parents
and individuals from the community, businesses, and local organizations, who are
genuinely interested in supporting the academic, social and emotional needs of Fort
Bend ISD students, are invited to join this program.
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Fort Bend ISD property taxes are collected by Fort Bend County. For information
on tax collection and payment methods please visit the Fort Bend county website. Property
valuation is determined by the Fort Bend County Central Appraisal District.
Tax Rate Comparison-2011
District Name Operations Rate Debt Service Rate Total Rate
Spring
1.04000
0.53000
1.57000
Katy
1.12660
0.40000
1.52660
Humble
1.17000
0.35000
1.52000
CyFair
1.04000
0.39000
1.43000
Klein
1.04000
0.39000
1.43000
Deer Park
1.10670
0.29000
1.39670
Spring Branch
1.09000
0.30450
1.39450
Lamar
1.02005
0.37000
1.39005
Clear Creek
1.04000
0.32000
1.36000
Pasadena
1.07000
0.28000
1.35000
Fort Bend
1.04000
0.30000
1.34000
Alief
1.12500
0.20500
1.33000
Stafford
1.04005
0.17995
1.22000
Houston
1.00670
0.15000
1.15670
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Important Information from Oakland
Elementary
Birthdays at Oakland
Due to a Texas Agricultural Commission ruling, foods of
minimal nutritional value are not allowed during the
school day. Unfortunately, this includes cupcakes and
cookies for student birthdays. Of course, here at
Oakland we still announce student birthdays during
morning announcements on KOLE news. Each student
receives a birthday sticker and pencil from the front
office when their birthday is announced. Thank you for
your support.
Lunch Schedule
Kindergarten - 10:15-10:45
1st Grade - 10:45-11:15
2nd Grade - 11:15-11:45
3rd Grade - 12:15-12:45
4th Grade - 11:45-12:15
5th Grade - 12:45-1:15
Rainy Day Dismissal
If the weather is threatening, please check the "News"
section of this site at 2:55pm for information as to
whether or not the school will have a "rainy day"
dismissal.
Generally, only if there is thunder and lightning or a
downpour will we have a "rainy day" dismissal.
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School Bus Route Information
School Bus Route Information for ALL eligible FBISD
students is available via the FBISD Home Page, Student
and Parent Information. Click on the Bus Route Locator
link on the right side of the page. Type in your street
address for stop times, locations, and bus route
number.
Attendance
ABSENCES - A phone call to notify the school is not
necessary. Please send a written note with your child
when they return to school. This must be done within
TWO days of the student's return or the absence will be
"unexcused". Absence notes must include the date of
the absence, the reason, the parent's signature and a
contact phone no. E-mail notes are acceptable.
TARDIES - Student learning begins promptly at 8:10am.
Your child is tardy if he/she is not IN their CLASSROOM
at 8:10am. If a child has 5 or more tardies in a 9 week
period, he/she will have after-school detention.
Registering at Oakland
Registrations packets may be picked up at any time
from the front office. Along with the registration forms,
the documents needed are: birth certificate, social
security card, immunization record, current deed or
lease, current gas or electric bill, parent photo ID, and
withdrawal forms from previous school (for mid-year
registrations only).
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From the Clinic....
Your child may not remain at school if he/she has one of
the following: a fever of 100.4 or above, is suspected of
having a contagious disease, vomits, has diarrhea, an
undetermined rash or is feeling too badly to remain at
school.
*Children should be fever-free for 24 hours before
returning to school.
If medication must be given at school, it must be:
1. Provided by the parents & kept in clinic
2. In original labeled container
3. Accompanied by a written request that contains the
name of child, physician, medication, and tells the
amount, time and date it is to be given. The parent or
guardian must sign this request.
School Store
The Wildcat School Store is open on Thursdays from
7:40-8:00am to Kindergarten, 1st, and 2nd graders. It
is open to 3rd, 4th and 5th graders on Fridays at the
same time. Come shop for cool pencils, erasers, other
school supplies and of course Wildcat gear!
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Meet Oakland Elementary Administration
Welcome Home Wildcats! Oakland Elementary is
the best school in Fort Bend ISD! Our eager
students, compassionate parents, fabulous
faculty, and caring community create a
nurturing environment for every child in our
Wildcat family. We are proud of our
EXEMPLARY status and will continue striving for success in the years to come! I
have been an educator for 19 years and could not imagine a more fulfilling career! I
am a native Houstonian and completed Kindergarten through 10th grade in Alief
ISD before moving to Sacramento, California, where I graduated from Bella Vista
High School and began college. I earned my Bachelor of Science in Education from
the University of Houston~ Go Cougars! I later completed my Masters in Education
Administration through Grand Canyon University.
My name is Lakisha Anthony and this is my first
year at Oakland as an Assistant Principal, where
I am responsible for grades 1-3. I am a graduate
of Sam Houston State University and this is my
twelfth year in FBISD. I have taught 4th and
5th grades, and most recently served as a Data
Specialist at another campus in Fort Bend. I am
a strong believer that having high expectations for all students is vitally important
in ensuring their success in school.
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Cooperative Teacher
Childhood Background: My name is Pam Esmond. I was
born in San Antonio, Texas! However, I grew up in New
Braunfels, Texas. I graduated from New Braunfels
High School and went on to college on a full volleyball
scholarship to Howard Payne University. I continued
my education and graduated from Southwest Texas State University in 1987.
Education: I earned my teaching degree from Southwest Texas State University.
Go Bobcats!
Family: I live in Richmond, Texas now and I am married to a Kerry Esmond and we
have two children, Courtney and Clint. Courtney is a junior at The University of
Texas at Austin. Hook ‘Em Horns! Clint is a sophomore at Louisiana State
University- Geaux Tigers! They both are in sports and lots of activities. Clint is on
the LSU Wakeboard team and Courtney is in UT Sweethearts. Oh the college days!
Hobbies: I love to shop, shop, and shop! I also love to organize and decorate.
Dream Vacation: I would love to visit Italy!
Favorites: Salads of all kinds, Mexican food, chocolate, and James Avery!
Motto: Always believe in yourself and know that if you put your mind to it, anything
is possible.
Extra! Extra! I love teaching 1st graders! They amaze me with the growth
they make in one short year. I have always believed that if you challenge a child
they will rise to the occasion to the best of their ability and they have always
proven me right! First grade is the place to be!
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Student Teacher
Being my parents’ only offspring reared in a small town
called Wharton, TX; there isn’t much for a young child
to do. Since teaching is a family tradition, from aunts
to nieces, I would “play school” while other children
were outdoors playing. All through grade school, I knew
I was meant to become a positive influence upon others
and an exceptional teacher; developing those skills by
helping my peers and being a teacher’s pet. While I have been pursuing my
educational goal at PVAMU, the required field observations made me grasp the
importance of mentoring and educating a young child. My plan is to teach for years
first and develop that foundation that would make that great impact on students;
challenge and set high expectations I know they can achieve. My mission in
education is to receive my master’s in Educational Leadership and Counseling to
become a counselor at an elementary school. Why elementary? It’s the foundation
of a growing child’s education. It’s the stage where guidance and instruction are
momentous factors.
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Classroom Environment
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Learning Goals and Objectives
The candidate sets a learning goal and multiple learning
objectives that offer variety and are appropriate to the learning
context, challenging to students, and aligned with Texas Essential
Knowledge and Skills (TEKS).
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The students will use text features (e.g. table of contents,
illustrations, to locate specific information in text. Text features are parts of the
text that give information such as table of contents and illustrations. Text
features, also, make non-fiction texts easier to read.
The essential questions are “what are text features” and “why do
authors include text features”? The concepts the child will aim for is text. The
student will identify table of contents and illustrations and able to apply skills to
use text features to locate information such as the table of contents and
illustrations.
The standard is 1.14D; grade level 1; subject is reading. The
instruction is focusing on captions, picture features, and the meaning of headings.
During read-aloud, make sure to stress the importance of text
features. Students read text features all day, but at the grade level, the students
tend to over look the captions. At the stage, students do use pictures for context
clues but don’t understand the importance of the pictures. Also during this unit,
the learner will understand the importance of labeling, bold print, and apply skills
using picture clues. When labeling, the student will be able to identify different
information in the text. The learner will also understand the meaning of bold print
and connect the bold print to vocabulary.
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Multiple Objectives Lead to Goal
To reach the goal, the students need to know what are text features and
why does the author include texts. So when the students read to self, they will
understand what they are about to read and be able to activate the prior
knowledge.
Sample Assessment Items
Selected Response
Read “Many Jobs.” Choose the best answer choices listed below.
What does the picture of the farmer feeding hens show you?
A. What is in the tub?
B. What the pigs look like?
C. What the hens look like?
Answer: C
Constructed Response
Read the passage below. Use a T-chart to tell about the text features.
What Does Meg Do?
Tip the Dog
Tip the dog has to go the vet.
Meg and Dad go with Tip to the vet.
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The vet tells Meg and Dad Tip is well.
At the Park
Meg and Dad go to the park with Tip.
Meg plays with Tip.
Tip plays with Meg.
Feature
Purpose
What are the headings?
What do they tell me?
Answers:
Feature
Purpose
What are the headings?
What do they tell me?
Tip the dog
Section will be about
At the Park
Tip the dog
Constructed Response Rubric
Tip will go to the park
(4) Exemplary
Meets all “Proficient” criteria, plus:
Identifies text features in additional texts and explains what each reveals
to the reader.
(3) Proficient
Identifies text features and two examples used
Explains what each example reveals to the reader
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(2) Progressing
Identifies text features and gives one example used
Explains what each example reveals to the reader
(1)
Unable to identify text feature or give examples
Assessment task to be repeated after reteaching
The student, John, scored 4/8 on the pre-assessment. He has prior
knowledge of bold print, labeling, some research skills, and sequencing of events.
John did not have knowledge of identifying text features and text, captions, and
identifying the characters name using the captions.
After the assessment, John was personally aware of the information
he didn’t have knowledge of. The student pulled me to the side and asked if the
assessment was going to affect his grade. I let him know that he was ok. He was
also able to remember some of the skills on the test that he wasn’t able to apply.
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Assessment Plans
The teacher candidate plans appropriate assessments for each
learning objective to evaluate student learning before, during, and
after instruction.
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Sample Post-Assessment Items
Text Features
HURRICANES
What is a hurricane?
A hurricane is a large storm. It brings
strong
Winds and heavy rain.
Where do Hurricanes Start?
Hurricanes start over the ocean.
How strong are Hurricanes?
Hurricanes can have very heavy winds that
Blow over 75 miles per hour.
In this article, you will find information onA. The strength of a hurricane
B. Other types of storms
C. The strength of a tornado
D.
Answer: A
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Labeling Rubric
(4) Exemplary
Meets all “Proficient” criteria, plus:
Identifies text features in additional texts and explains what
each reveals to the reader.
(3) Proficient
Identifies text features and two examples used
Explains what each example reveals to the reader
(2) Progressing
Identifies text features and gives one example used
Explains what each example reveals to the reader
(1)
Unable to identify text feature or give examples
Assessment task to be repeated after reteaching
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Assessment Plan Overview
Learning
Objective
Use text features
(e.g. table of
contents,
illustrations) to
locate specific
information
Use text features
(e.g. table of
contents,
illustrations) to
locate specific
information.
Use text features
(e.g. table of
contents,
illustrations) to
locate specific
information.
Type of
Assessment
Assessment
Format
Adaption’s
Pre –Assessment
Objective Test;
Various Format
(i.e. multiple
choice, fill in the
blank, open ended)
Use of prior
knowledge
Instruction
N/A
Small group,
Individual
retention, extra
monitoring
Post-Assessment
Objective Test;
Various Format
(i.e. multiple
choice, fill in the
blank, open ended)
N/A
Pre- and post assessment both had the same skills and concepts the student
had to use to apply.
The post assessment was successfully mastered. The student was able to
master the skill of retrieving information from the texts, labeling, interpreting
information from graphs, retelling, and identifying the author and text features.
The test covered seven different questions in the same format. It specifically told
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the student that either they need to read the list, chart, read the article, or look
at the labels and identify different parts of the object.
The scoring procedure for the assessment was number correct out of the
total number assessed. John mastered all eight. Each question is worth one point
each. (In the first grade level, the students get letter grades, not averages. So on
this assessment, John received an ‘E’.)
Chart for class comparison to peers:
Student Name
Pre-Assess.
Student Name
Post Assess.
1
6
1
8
2
7
2
8
3
2
3
7
4
6
4
8
5
6
5
7
6
6
6
7
7
5
7
8
8
6
8
7
9
7
9
8
10
6
10
7
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11
4
11
7
John
4
John
8
14
6
14
8
15
5
15
7
16
7
16
8
17
7
17
8
18
6
18
7
19
5
19
8
20
5
20
8
21
5
21
6
22
6
22
7
23
7
23
8
Relocated
The classroom chart comparison was a great help. It helped me realize what
areas I needed to stress more and which areas the students performed
wonderfully on. Before taking the assessment, I had an idea of which students
would struggle with some of the questions and which students would perform
perfectly fine with the assessment.
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Only adaption for the post-assessment was reading aloud to the students.
One student is Autistic, so I had to sit by his side and give one-on-one instruction
while I read aloud to the others. The one-on-one instruction was a tremendous help
the special need child.
Reliable Assessment
I chose the post-assessment because it determined whether the child
mastered the skills that are assessed. The pre-assessment and post-assessment
are the same concept. The format was a bit different; same number of questions
that were assessed. TEKS and objectives were still the same on the postassessment as they were on the pre-assessment. Since this is the first grade level,
number of questions that were assessed was appropriate for the students. The
students will have to identify text features, label the pictures, and sequencing of
events. The assessment strategy that I used was to read-aloud to the students so
they won’t have an excuse that they didn’t understand the questions when reading.
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Design for Instruction
The candidate designs instruction for specific learning
objectives, taking into account the entire learning context.
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The student will use text features (e.g. table of contents,
illustrations) to locate specific information in the text. The big idea is that text
features are parts of the text that give information such as table of contents and
illustrations. Text features make non-fiction texts easier to read. The instruction
used for text features include: writer’s workshop, read-aloud and small group
readings. The student focuses on text print. For this focus, the students did
research on their favorite insect. A research book was conducted that included
information about: where the insect lives, what the insect eats, what the insect
look like, and what the insect can do.
Interpretation and Application of Pre-Assessment Data
Information and data from the pre-assessment was very important
information. I was aware of the individual student’s strengths and weakness. I was
also able to determine the student’s prior knowledge and connect the assessment
with DRA (Developmental Reading Assessment). The information let me know how
much stress I needed to put on captions and text features when I did individual
guided reading.
Plan for Instruction
Instruction for this unit is a research paper on their favorite animal.
The students had to write a table of contents. The learner had to also research
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characteristics of their animal such as: what it eats, where it lives, what it can do,
and what it looks like.
Each day, I read a book about a different animal. I stressed the
importance of the author’s purpose and the text features. The children caught
onto the instruction and after a day or two, they were able to master the skills
orally. Now they needed to master the skills verbally and able to write it on paper.
After reading the book, I explained the example of a research book the learner
would be conducting themselves about their favorite animal.
I asked each student their favorite animal and I printed information
from a children’s website PebbleGo. The information had captions, headings,
labeled illustrations, and a table of contents. The information that was printed was
very helpful because the students had to apply the research skills and they also
had to tell me the author’s purpose. Since they now are the author’s, they had to
mention their purpose of writing about their favorite animal in the dedication page.
The learner was allowed to dedicate their animal book to any person they wanted.
To connect my guided reading with the unit of instruction, I selected
level books for the students. The books were informational text that contained the
different types of text features. The book for the student John is Baby
Kangaroos. The text included captions, labeled illustrations, headings, and a table
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of contents. The text is a level 16. The student enjoyed reading about the
kangaroos because he was able to connect the text to real-life personal stories.
Use of Technology
There wasn’t much technology used in this unit. Time to time, I would
display the example book on the Elmo. I would only display the page that we were
working on for that day.
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3/26/-3/30 Lesson Plans
Daily News
TLW choose an animal to research for
his/her nonfiction book.
TLW write a table of contents.
Primarily writing lesson 1&2 pgs.138-139
TLW begin an author study on Eric
Carle animal unit. Read The Mixed-Up
Chameleon. Read magazine article about
chameleons. TLW write a letter to
chameleon about why he is special.
Monday
Writing and Reading Workshop 8:25-9:15
Read The Very Lonely Firefly. Read
Fireflies. List 3 facts in complete
sentences.
Read The Very Quiet Cricket. Read
nonfiction book on crickets. TLW map
story beginning, middle, and end.
Wednesday
Daily News
TLW begin investigating for answers to
questions. Teacher models writing what her
animal looks like and drawing and labeling a
diagram.
Primarily writing pg.140
.
Daily News.
TLW begin writing what his/her animal
looks like. TLW create a labeled diagram of
his/her animal.
Teacher models writing habitat and caption.
PW pg.141
TLW sequence events of a story and
illustrate. Read The Honeybee and the
Robber. Read a nonfiction book about
Bees. Review nonfiction text features.
Thursday
TLW find out what his/her animal is. TLW
write what he/she knows about the animal
and what he/she wants to find out.
Primarily writing pgs. 138-139
Model read and restate info Lesson 3 in PW
Tuesday
Daily News
TLW write what kind of habitat that
his/her animal lives in. TLW write a caption
about the habitat. Teacher models what
animal eats and uses highlighted labels. PW
pg.142
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Read The Grouchy Ladybug. Read
Ladybugs nonfiction book. Create
ladybug and write advice to ladybug.
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Friday
Daily News
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4/2-4/6 Lesson Plans
Daily News TLW writes his/her
author page. Revise and edit
with a buddy looking for CUPS
before turning in.
No School GOOD FRIDAY
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TLW write a letter to Peter
Rabbit giving him advice
what he can do better next
time. Read The Tale of Peter
Rabbit
Tuesday
Wednesday
Daily News TLW number pages.
TLW write title and illustrate
cover. TLW add dedication and
copyright to inside cover.
Read The Tiny Seed. Write
a summary including first,
next, then, last.
Choose favorite Easter
Book, (ideas-Max and the
Chocolate Egg, The Easter
Rabbit, The Best Easter Egg
Ever) Write problem and
solution. Illustrate.
Thursday
illustrates what his/her animal
eats. Teacher will model what
special things the animal can do
and illustrate. PW pg.143
Daily News TLW writes and
illustrates what his/her animal
can do. Teacher models
numbering pages to match the
table of contents, Teacher will
model creating the title and
cover.
Read Hey Little Ant and a
nonfiction ant book. Look at
text features. Write a
prediction of what the boy
will do.
No School GOOD FRIDAY
Friday
Daily News TLW writes and
Monday
Writing and Reading Work 8:25-9:15
EC-6 Generalist
Page 37
4/9-4/13 Lesson Plans
Daily News TLW
investigates and research
about insect.
Daily News TLW write about
what it looks like and draw a
diagram and label.
Daily News TLW write about
where it lives. Illustrate and
write a caption.
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Read The Gardener.
Review letter writing. Write
a thank you letter to mom.
Save for flower garden
mother’s day activity.
Read The Flower Garden.
Create 5 flowers to go in
Mother’s Day activity
(garden)
Tuesday
insect nonfiction book. TLW
choose 1 insect to
investigate. Write Table of
Contents. What it looks like.
Where it lives. What it eats.
What it can do.
Wednesday
Daily News TLW begin
Read From Seed to Plant
Sequence pictures and write
a sentence for each.
Thursday
his/her best page from
animal book. Author’s chair
Read The Sunflower House
by Eve Bunting. Review the
steps of how a sunflower
seed grows. Sequence page
Read Journeys 1.4 Read pgs.
98-119 Review author’s
purpose.
Write 3 facts he/she
learned from the story. (in
reader’s notebook)
Friday
Daily News TLW shares
Monday
Writing and Reading Workshop 8:25-9:15
EC-6 Generalist
Page 38
4/16-4/20 Lesson Plans
Daily News TLW create a
cover and title. TLW write
dedication and copyright.
Daily News TLW write
his/her author page.
Daily News Author’s chair
TLW share 1 page from
his/her book.
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Read The Princess and the
Pizza. Make a pizza.
Characters, setting, main
idea and details.
Read Prince Cinders
Draw Prince Cinders and
create T chart. Compare
story to Cinderella.
Choose own fairy tale or
Read The Three Little
Wolves and the Big Bad Pig.
Create a house. Compare
setting, characters,
beginning, and endings.
EC-6 Generalist
Tuesday
something special his/her
insect can do.
Read Dusty Locks and the
Three Bears. Compare Dusty
Locks to Goldilocks.
Wednesday
Daily News TLW write about
Thursday
what his/her insect eats.
Illustrate.
Read Kate and the
Beanstalk. Story mapcharacters, setting,
problem, solution
Friday
Daily News TLW write about
Monday
Writing and Reading Workshop 8:25-9:15
Page 39
4/23-4/27 Lesson Plans
Daily News Read Eating the
Alphabet
Write about his/her
favorite vegetable or fruit.
Who prepared it? What did
it look like? How did it
taste? Illustrate.
Daily News Text and Graphic
Features Projectable 9.2
Two Animals
Daily News
Review words that name
people and Revising Kit’s
Draft Projectable 1.4,2.12
I.P. A Page Turner
worksheet 300
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Read Be a Friend to Trees
or A Gift of a Tree Create
tree/leaves(uses)
Read The Great Kapok Tree
Response in journal. What
the man learned in the
rainforest? 4 sentences.
Read Trees
Writing prompt. Draw a
picture of the same tree in
spring, summer, winter, and
fall. Write about how the
tree changes.
EC-6 Generalist
Tuesday
Wednesday
WRITING BENCHMARK
Thursday
Write about a time you
played with your family.
Review writing process.
Prewritten, draft, CUPS.
Read Earth Day Hooray or
other Earth Day book
Create 4 box. Write 4 ways
to help the Earth and
illustrate.
Read Wump World Discuss
why we must take care of
our world. Write sentences
about what is happening in
the story.
Friday
Daily News
Monday
Writing and Reading Workshop 8:25-9:15
Page 40
Print Features
Glossary
Guide readers through the patters
of organization
Feature
Table of
contents
Index
Illustrations
Expand the meaning of the text
Feature
Photos
Drawings
Helps the Reader….
Understands exactly
what something looks
like
Understand what
Help readers find important
information
Colored
Print
Italics
Bullets
Titles
Headings
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Pronunciati
on Guide
Appendix
Captions
Helps the Reader…..
By signaling the word is
important and/or found in the
glossary
Understand the word is
important
Understand the word is
important
Emphasize key
points/concepts
Locate different
categories in the text
Identify topics throughout
the book as they skim and
scan
By offering additional
information
something could or might
have looked like
See details in something
Magnification
small
Subheading
Organizational Aids
Feature
Bold
Print
Preface
Helps the Reader…..
Identify key topics in
the book and the order
they are presented in
See everything in the
text listed
alphabetically, with page
numbers
Define words contained
in the text
Set a purpose for
reading, get an overview
of the content
Say the words
Labels
Sidebars
EC-6 Generalist
Navigate through sections
of text
Understand a picture or
photograph
Identify a picture or
photograph and/or its
parts
Gather additional or
explanatory information
Page 41
Instructional Decisions
The candidate makes instructional decisions based on analysis of her or
his teaching, student learning, and the learning context.
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Page 42
Instructional Decisions Informed by Student Performance
Instructional decisions for this unit played a tremendous role. As a
teacher, you have to be able to cater to all students. Not all students in this inclusion
classroom are on the same academic page. John is a student that is on a level 1, which
means good instruction. He only needs small amount of monitoring compared to most
students. John is a student that is very capable of self reflection and understands his
mistakes. Instruction for a level 2 is a label for students that need monitoring, and
small group instruction. Level 3 instruction means that the student needs one-on-one
instruction or direct instruction.
A modification I had to provide for the students is physically putting the
books together. I had to get the writing paper and construction paper (to make the
cover) for the students because I knew that if I had the students do it themselves, it
would take longer and take up independent writing time.
Another modification is the classroom grouping. I placed all animals that
were similar and in the same family together at a table. This was beneficial because the
students were able to discuss their insect similarities and differences amongst their
classmates. Seeing the students interact with one another about their animals was
amazing.
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Instructional Impact on Student Attitude and/or Behavior
The new classroom arrangement was a great impact for the students. They
were able to learn more about their classmates and other types of animals as well. The
learners enjoyed the new grouping. When it was time for the writing and reading
workshop, classroom behavior did get out of hand sometimes but my behavior strategies
helped the students calm back down. When I would ask whose animal is this, another
student would answer for the actual person because each student learned about another
person animal.
After the research books were completed, I selected each student to
present their favorite page. My expectations were that the student had to introduce
the captions, headings, and tell the labels on the illustrations.
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Page 44
Analysis of Student Learning
The candidate uses assessment results to profile student learning and
presents an analysis of student progress for each learning objective.
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Page 45
John
4
Focus Student
Pre-Assessment for 1.14D Reading
See attachment from unwrapped text from D2SC, Pre and post assessment.
The student performed correctly on 4/8 test questions on the pre-assessment.
Chart for class comparison to peers:
Student Name
Pre-Assess.
Student Name
PostAssess.
1
2
3
4
5
6
7
8
9
10
11
6
7
2
6
6
6
5
6
7
6
4
1
2
3
4
5
6
7
8
9
10
11
8
8
7
8
7
7
8
7
8
7
7
John
14
15
16
17
18
19
20
21
22
23
4
6
5
7
7
6
5
5
5
6
7
John
14
15
16
17
18
19
20
21
22
23
8
8
7
8
8
7
8
8
6
7
8
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Page 46
Interpretation of Assessment Results
John performed 8/8 correctly on the assessment. The learner
mastered labeling information on illustrations, retelling what captions mean, the
authors purpose, and able to interpret lists. John was able to locate information in
the table of contents and illustrations. The student was also able to retell me what
are text features and the importance of text features. The learner basically told
the instructor that text features are parts of the text that give information such
as table of contents and illustrations. Also, text features make non-fiction texts
are easier to read.
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Page 47
Reflections and Self Evaluation
The candidate reflects on his or her instruction and student learning
to improve teaching practice.
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Going into student teaching, I was nervous. My first placement
prepared me for my second placement. Oakland Elementary took me under their
wing and treated me as if I was one of their own. Starting January 1, 2012, I knew
that was the beginning of my career and something I really wanted to do. That day
was only teacher in-service but I still enjoyed being with the faculty and getting to
know everyone. My cooperating teacher at the time made sure I was familiar with
the school and toured me around the property. My first placement was 3rd grade; a
GT class. This classroom setting was much easier than my second setting. I didn’t
have to explain much to the students because they already knew routines and
information that should be introduced in the third grade level.
Christina Leidelmeyer, my first placement teacher, made sure I got to
know everything about teaching and what the administration, state of Texas, and
the school district looks for in a teacher. I won’t lie; sometimes it was a bit tough
to grasp everything. I knew teaching is something I want to do, so I didn’t let that
discourage me. Working with GT students, I really did have to be familiar with high
order thinking skills and how to engage the students in critical thinking. Mrs.
Leidelmeyer introduced me to a small booklet she created herself that has
different questions to ask the students. This booklet prepared me for lesson plans,
activities, guided practice, and assessments.
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January 2, 2012 was the first official day of student teaching. My
get-to-know activity eased the tension in the classroom and helped me get
comfortable with my students; like a get-to-know activity should. My first day, I
took over the subject Science. I got the chance to read to the kids, which was a
great experience. Then and there, I realized I needed to work on my tone when
reading to the students. After school, I asked the cooperating teacher what I
needed to work on and she told me “just reading to the kids. You were reading like
you would read to me. You have to change you tones because if you just stay
monotone, it will bore them.” I thought that was great to know because I ended up
reading to the kids every day.
My first observation with Ms. Deborah Norman (in 3rd grade) was
extremely nerve-wrecking. The lesson was over mass and volume. I didn’t know
what to expect, I didn’t know if she would be harsh or nice, I didn’t know what she
was looking for or anything. When I was presenting my lesson, you could hear the
nervousness in voice. Afterwards, I wanted to cry. Turned out, Ms. Norman had
very encouraging words about the observation. The second observation was such an
improvement! I felt great about the whole thing. The lesson was over symmetry.
My attention grabber was great; the students were highly engaged, and most
importantly, the students mastered the skills of symmetry on a grid. The students
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absolutely loved my attention grabber, which was painting an image; fold the paper,
and when you open it, the same and exact image was on the opposite fold. I painted
a heart because it was right after Valentines.
Last day with that class was bittersweet. I was excited about my next
placement, which was 1st grade, but I was sad to leave my students. I felt as if
there were my own; my family. That day, they surprised me with a surprise basked
filled with teacher supplies in a cartoon that had all students hand prints on it.
Little did they know, I had a surprise for them as well. I bought the students
cupcakes (with the principle’s approval) that had the school colors as icing. Not only
that, but also a cupcake bookmark and a star dicut that said “You’re an awesome 3rd
grade star, Sincerely, Ms. Johnson” with a gel-pen attached. The students
absolutely loved that.
My experience in 3rd grade was great. I got familiar with classroom
management and the expectations. Mrs. Leidelmeyer made sure I was familiar with
the lesson planning, that I attend all meetings with her (including GT meetings),
state requirements, and things administration looks for in a teacher. My time in 3rd
grade was awesome.
I began my next placement on my birthday, March 5, in first grade. I
was already familiar with the students; I would occasionally visit the classroom. My
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placement, Pamela Esmond, was very welcoming! She took me under her wing as if I
was one of her own. This classroom is the inclusion classroom of the 1st grade level.
My students ranged from ADD to Autistic. Every learning disability you could think
of, I worked with and I must admit, I excelled with those students. I grew to love
each child as my own and made sure they knew the information they needed to
transition to the next grade.
In the 1st grade classroom, I gained the experience of working with
small group, “Three-Ring Math Group”, Wildcat academy, and different techniques
to keep their attention span, and make reading and learning for the kids. My
cooperating teacher made sure I was familiar with different testing required by
the state and also for Fort Bend school district.
Classroom management was a bit tough working with the younger kids
because they loved to interact with their classmates. I had to strongly enforce
moving their clip down and basically train the students not to blurt out and to raise
their hand. Another thing I need to work on was only giving the students one
activity at a time. If giving more than one task, it confused the students. Some
students would finish before others, and then I wouldn’t have anything else for
them to do. So what I did was: give instructions for one activity and when they
were done, I would have them read quietly to themselves or illustrate in their
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Page 52
poetry. If a child finished with their assignment early in math, I would have them
go ahead and help their classmates or they could go to the math center and use
their math buckets (enrichment activities).
The instruction I was able to teach was fun and exciting. The students
explored different shapes, research information about their favorite animals, to
how many seeds are in different fruits. The students were always excited and
energetic about learning which made me feel great about teaching them. Every day,
I got to see a child master a new skill or able to pronounce a new word.
Being with first grade made my student teaching experience awesome!
The team treated me as if I was one of their own, that attended everything they
attended, answered every question I needed, whether they were busy or not. They
helped me with different techniques for guided reading, small group, etc. Not only
were they my colleagues, but also friends.
Seeing the students engaged in their learning made teaching for me
more fun and exciting. Whether it a child that needed that extra motivation or a
student that needed that extra push, it made my challenge myself to be a guidance
for someone else. There were some good days and also some bad days. Other than
that, it was great knowing that I could meet the state standards when it came to
teaching. At times, not only was I teaching the students, but I would also learn
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Page 53
things from them as well. The instruction has tremendously prepared for my state
exam.
Overall, my experience at Oakland Elementary was the best. I really
do feel like the school has prepared me for my own classroom. Faculty and staff
had taken me under their wing and treated me as if I was one of their own.
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Page 54
Oakland Wildcats
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Observation by Oakland Elementary Principal: Lori Hoeffken
April 16, 2012
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OE Formal Walk Through
Teacher:
Sharneace Johnson
Grade:
1
Subject:
SCIENCE
Date and Time:
04/16/2012 2:04 PM
Observer:
Hoeffken
IMPORTANT-Domain indicators marked as 'Yes' were observed. Not
all indicators will always be observed during walk-through.
Objective/BI/E?s Posted
in Student Terms
Animal needs
Teacher was:
Discussing animal needs with whole group through teacher led
questioning
Modeling journal entry on Elmo
Monitoring students independent work
Instructional strategies:
modeling, teacher directed Q & A, coaching
Students were:
at desks for independent work, completing science journal entry
Students Actions:
listening, speaking, writing
Instructional Materials:
published materials/books, board/chart, technology
other:
Grouping
whole, individual
Bloom`s Level(s):
comprehend-understand
DOMAIN I-STUDENT PARTICIPATION
Photo
Successful in learning
Yes
Engaged in Learning
Authentic
Critical Thinking/PS
Yes
Self-directed
Yes
Connects Learning
Yes
Comments:
students were engaged and successful
students shared knowledge and gave examples
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DOMAIN II-LEARNER CENTERED INSTRUCTION
Goals/Objectives Clear
yes
Big Idea/Essential
Question referenced
Not Observed
Learner Centered
instruction
yes
Critical Thinking and
Problem Solving
yes
Motivational Techniques
Not Observed
Alignment w/ district
yes
Real world connections
yes
Appropriate
Pacing/Sequencing
yes
Value and Importance
Emphasized
yes
Appropriate questioning
and inquiry
yes
Instructional Use of
Technology
yes
Comments:
Great job using challenging questions.
Why....?
DOMAIN III-EVALUATION/FEEDBACK
Monitor/Assess student
progress
yes
Assessment/ Instruction
Aligned
yes
Appropriate Assess/
differentiated
yes
Learning Positively
Reinforced
Not Observed
Constructive Feedbackspecific, immediate
yes
Relearning/Re-evaluation Not Observed
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opportunity
Comments:
specific feedback and clarification increased student understanding
DOMAIN IV-MANAGEMENT
Discipline Procedures
implemented
yes
Self-discipline promoted
by teacher
Not Observed
Equitable teacher-student yes
interaction
Expectations/ routines
specified/ evident
yes
Redirects disruptive
behavior
yes
Reinforces desired
behavior
Not Observed
Equitable/varied use of
materials
yes
Manages time/ materials
effectively
yes
Comments:
routines and procedure evident
Great job multi-tasking!
DOMAIN V-COMMUNICATION W/STUDENTS
Written
(accurate/supports
learning)
yes
Appropriate Verbal/Non- yes
Verbal
Support for struggling
students
Not Observed
Comments:
practice positive reinforcement to regain student focus
A little goes a long way! ;)
Please print and return OR reply by email with your name and date as
acknowledgement of receipt of this form.
Teacher signature:
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1 Grade Weekly Newsletter
Week of March 5th
Upcoming Events…
1. 3/5-3/9-Book Fair in the library
2. 3/7-Il Primo Spirit Night-2nd grade
teachers will serve
3. 3/7-ONE day only Cookie Dough
Pickup until 6:00 pm in the gym
4. 3/8-OPEN HOUSE 6:15
5. 3/12-3/16-Spring Break
6. 3/20-First Day of Spring
7. 3/21-Orange Leaf Spirit Night
8. 3/27-3/28-4th grade writing STAAR
testing
9. 3/30-Wildcat Carnival is from
4 pm – 8 pm! 
10. 4/5-Cookie Dough limo ride for those
that sold at least 20 items.
hat
cow
rope
horse
brand
longhorn
boot
belt
ranch
jeans
Texas
This Week We Will Learn…
 ELA: Texas literature with an
emphasis on compare/contrast,
characters, and summarizing.
 Math: Addition Facts to 18
 Science: Natural Resources
 Social Studies: Texas
Keep up the good work on
learning your addition and
subtraction math facts.
1st Grade Weekly Newsletter
Week of March 19th
This Week We Will Learn…
Upcoming Events…
1. 3/20-First Day of Spring
2. 3/21-Orange Leaf Spirit Night
3. 3/27-3/28-4th grade writing STAAR
testing
4. 3/30-Wildcat Carnival is from
4 pm – 8 pm! 
5. 4/5-Cookie Dough limo ride for those
that sold at least 20 items.
go
him
am
all
in
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get
them
are
is
stay
EC-6 Generalist
 ELA: Retelling and comparing
various stories.
 Math: Addition Facts to 18
 Science: Natural Resources and
living healthy.
 Social Studies: Texas
Homework folders will
go home on
Friday!
Study spelling words!
Read every night!
Page 62
1st Grade Weekly Newsletter
Week of March 26th
Upcoming Events…
1. 3/27-3/28-4th grade writing STAAR
testing
2. 3/30-Wildcat Carnival is from
4 pm – 8 pm! 
3. 4/5-Cookie Dough limo ride for those
that sold at least 20 items.
have
old
where
also
plant
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This Week We Will Learn…
 ELA: Begin Eric Carle author
study; Reading nonfiction texts
and finding important facts
 Math: Subtraction Facts to 18
 Science: Living and Nonliving
things
 Social Studies: Changes through
history
here
what
grow
family
seed
EC-6 Generalist
Page 63
1st Grade Weekly Newsletter
Week of April 2nd
Upcoming Events…
1. 4/3-Il Primo Night with 3rd grade
teachers
2. 4/5-Cookie Dough limo ride for those
that sold at least 20 items.
3. 4/6-No School. 
4. 4/10-Picture Day
5. 4/16-4/20-Volunteer Appreciation
Week
6. 4/18-Orange Leaf Spirit Night 3:00
7. 4/22-Earth Day
8. 4/24-3rd and 4th grade Math STAAR
test
9. 4/25-3rd and 4th grade Reading
STAAR test
10. 4/26-5th grade Science STAAR test
11. 4/27-Arbor Day
12.
No Spelling Words
this week! 
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EC-6 Generalist
This Week We Will Learn…
 ELA: Fiction and Nonfiction text
features. Writing first, next,
then, and last. Read Easter
books.
 Math: Adding and Subtracting
with Tens and Ones
 Science: Living and Nonliving
things
 Social Studies: Changes through
history
Homework
Homework folders were
not sent home on 3/30.
They will be sent home
on 4/5.
Page 64
1st Grade Weekly Newsletter
Week of April 9th
Upcoming Events…
1. 4/10-Picture Day-Please have your
child dress nicely. They will be taking
the class group picture as well as
individual pictures.
2. 4/16-4/20-Volunteer Appreciation
Week
3. 4/18-Orange Leaf Spirit Night 3:00
4. 4/22-Earth Day
5. 4/24-3rd and 4th grade Math STAAR
test
6. 4/25-3rd and 4th grade Reading
STAAR test
7. 4/26-5th grade Science STAAR test
8. 4/27-Arbor Day
9. 5/4-Field Day
10. 5/18-Junior Achievements comes to
Oakland
11. 5/25-Business Fair
12. 5/29-1st Grade Awards Day at 9:00
our
was
most
slow
me
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This Week We Will Learn…
 ELA: Stories about plants and
flowers.
 Math: Adding and Subtracting
with Tens and Ones
 Science: Plants
 Social Studies: Changes through
history
Homework folders were
sent home Thursday,
April, 5.
from
wish
come
why
oil
EC-6 Generalist
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1st Grade Weekly Newsletter
Week of April 16th
This Week We Will Learn…
Upcoming Events…
1. 4/16-4/20-Volunteer Appreciation
Week
2. 4/18-Orange Leaf Spirit Night 3:00
3. 4/22-Earth Day
4. 4/24-3rd and 4th grade Math STAAR
test
5. 4/25-3rd and 4th grade Reading
STAAR test
6. 4/26-5th grade Science STAAR test
7. 4/27-Arbor Day
8. 5/4-Field Day
9. 5/18-Junior Achievements comes to
Oakland
10. 5/25-Business Fair
11. 5/25-1st Grade Picnic across the
street at the park from 8:30-11:30.
Parents are welcome.
12. 5/29-1st Grade Awards Day at 9:00
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EC-6 Generalist
 ELA: Fairy Tales.
 Math: Complete Adding and
Subtracting with Tens and Ones
and begin Geometry and Spatial
Reasoning
 Science: Needs of Animals
 Social Studies: Landforms
good
that
went
new
here
like
we
yet
the
use
Page 66