1. hobbies and interests
2. reading

Teacher Work Sample Judy Hintz EDE 4936 December 2011 Table of Contents Philosophy of Teaching ....................................................................................... 1
Contextual Factors ............................................................................................... 3
Topic and Learning Objectives ............................................................................ 8
Assessment Plan ................................................................................................. 11
Design for Instruction ........................................................................................ 23
Instructional Decision Making ........................................................................... 34
Analysis of Impact on Student Learning ........................................................... 36
Reflection and Self-Evaluation .......................................................................... 41
Video .................................................................................................................. 43
Appendix ............................................................................................................ 44
Teaching Philosophy My philosophy of teaching and learning is a culmination of my own experiences as a
student (including college), my brief experience as an ESE Helping Teacher, and my ongoing
experiences as a mom. At this point in my career, I embrace a combination of Progressivism and
Social Reconstructionism. Flexibility and being open to change are important factors in teaching.
With that said, I reserve the right to mold and reshape my teaching philosophy as I continue to
grow and learn.
In my classroom, students fill out a “Get to Know Me” form that includes their
likes/dislikes, all sorts of favorite things, and their thoughts about learning and school. In
addition to these considerations, students’ cultural backgrounds will be incorporated into the
daily lessons. Students will sometimes work collaboratively in groups, and sometimes
individually. They will actively participate in centers, attend field trips (both real and virtual),
and perform fun, challenging science experiments. Students will encourage each other and be
responsible for their learning because our classroom environment will be one of safety and
respect. Students will make real-life connections to the subjects they are learning. For example,
each student would be given a budget of $20.00 to buy groceries for a meal of their choice. With
a price list in hand, they would make decisions about what and how much to buy. Cents-off
coupons could be redeemed to help them save money. Other activities would include a Question
of the Week around which discussions would be generated, journal writing, choosing among
assignment options, and ongoing production of portfolios with formative assessments. Students
would be rewarded for showing respect to adults and peers alike, for earnest effort doing class
work and homework, for demonstrating caring and responsibility in their actions toward others,
and making considerate choices when interacting with others.
1 Parental involvement is beneficial to student learning. Opportunities will be provided for
parents and guardians to be involved through class volunteering, monthly home projects, bimonthly class newsletters, parent conferences, and communication folders.
Although the purist ideals of Perenialism and Essentialism do not appeal to me, there are
aspects of these philosophies that can be useful in the classroom. Repetition is beneficial. Even
worksheets are helpful when used in moderation. In addition to the core subjects of Language
Arts and Math, science, history, foreign language, and the classics are necessary. Learning must
allow students the opportunity to think critically, become problem solvers, collaborate with
peers, and cultivate social responsibility. In addition, recognition for effort and the ability to
choose is important for students’ self-esteem.
In closing, I will strive to give every student a sense of achievement for themselves and
an appreciation for the achievement of others. I will remain flexible and open to change. I will
keep open communication with colleagues and parents. I will impart as much knowledge as I can
to my students through teaching the Sunshine State Standards by incorporating a variety of
teaching strategies.
2 Contextual Factors Contextual Factors Community, District, and School Information
The town in which Lehigh Elementary school resides is made up of 102 square miles of
residential and commercial area with a population of 33,430 (www.idcide.com). The average
income is $38,500 (www.idcide.com) with a 3.3% unemployment rate (www.zipatlas.com). The
immediate surrounding area of the school consists of mostly one-story Florida homes built
between the 1950s and 1990s. Wal-Mart is the largest retailer in the area, but there are other
grocery chains as well. There are locally-owned restaurants, dollar stores, churches and bars,
three fire stations, one hospital, several gas stations, banks, and doctor offices. Community
support for the school comes from the parents of students. Many businesses have made
commitments to Lehigh Elementary including a local insurance agency.
The Lee County School District has a mission to ensure that each student achieves his/her
highest personal potential and a vision to be a world-class school system. It consists of 48
elementary schools, 20 middle schools, 13 high schools, 16 special schools, and 24 charter
schools divided into three zones. Each zone is divided further into three sub-zones where,
depending on the location of their home, parents can choose the school to send their child. The
District maintains a comprehensive website with a wealth of information and links for students,
parents, employees, and the community. The District FCAT scores for the 2010 school year were
74% for Reading, 73% for Math, 67% for Writing (4th grade only), and 50% for Science (5th
grade only).
Lehigh Elementary school has a mission of building life-long learners through a safe,
nurturing, and respectful environment driven by high expectations, school wide collaboration,
and community and family involvement. The school’s vision is Building Successful Futures
3 Contextual Factors Together. The principal, assistant principal, as well as the 60 teachers and 45 paraprofessionals
and support staff, are all proud of the fact that Lehigh Elementary has been an “A” school for the
last four years.
Lehigh Elementary is a non-uniform, PK-5 school with a population of 985 students.
Forty-eight percent of students are female and 52% are male. Seventy-seven and 21 hundredths
percent are eligible for free lunch and 8.34% are eligible for reduced lunch. These students come
from many backgrounds including 1% Asian, 18% Black, 37.7% Hispanic, 0.3% Indian, 4%
Multi-Racial, and 39% White. There are 13 languages spoken by the student population.
Language diversity consists of 61% English, 32% Spanish, 5% Creole, and 2% for the other 10
languages. Lehigh Elementary is comprised of four Pre-K, nine Kindergartens, eight First,
Second, and Third grades, six Fourth and Fifth grades, four ESE, three Full-Time Gifted, one
Part-Time Gifted, and three Intensive classes.
Lehigh Elementary’s FCAT scores for the 2010-2011 school year were 78% for Reading,
78% for Math, 60% for Writing (4th grade only), and 45% for Science (5th grade only). The
Stanford 10 scores were as follows:
Kindergarten: Exceeds 63%,
First:
Exceeds 48%,
Second:
Exceeds 41%,
Meets 32%,
Meets 38%,
Meets 44 %,
Min 3%,
Min 10%,
Min 12%,
Sub 2%
Sub 4 %
Sub 4%
(Source: Lehigh Elementary School)
Classroom Factors
My second grade classroom is approximately 30 square feet. The teacher area is at the
front left with a desk and a computer monitor that faces the students. The document camera and
SmartBoard are at the front along with a kidney table at the front right. A long work table and
four student computers (with Earobics, Starfall, AR, Faast Math, etc.) are situated along the back
wall. Storage closets, a sink, and a bathroom line the left wall from front to back. Shelves (with
4 Contextual Factors textbooks, dictionaries, globe, and pencil sharpener) and cubbies (with the classroom AR library)
under windows line the right wall from front to back. Student desks are arranged in six frontfacing groups of three desks each. Each group is slightly angled in toward the center of the room.
This arrangement will soon be changed into six groups of three students each to facilitate the use
of Kagan strategies. Kagan posters, a large student AR percentage display, a U.S. map, and
positive message posters are on the walls. The room is 75% carpeted.
There are many resources available to help me teach, such as teacher software programs
like Pinnacle (for attendance), enVision Math, Treasures (for Reading), and a SmartBoard. There
are also hard-copy resources like Teacher Editions, student textbooks for Reading, Language
Arts, Math, Social Studies. Science textbooks are not available at this time. Other resources
include maps, dictionaries, manipulatives, copy paper, construction paper, markers, colored
pencils, crayons, glue, scissors, etc. Parents are another valuable resource, but none have
volunteered or visited as yet.
The teacher uses a variety of classroom management techniques. There are no rules, but
there are four classroom agreements: 1) Mutual Respect, 2) Attentive Listening, 3) Appreciation,
and 4) Right to Participate. Routines consist of Weekly Tribal Leaders who are called upon to
pass out papers, planners, etc. Pencil sharpening is done in the mornings only. Upon their arrival,
students place folders and planners in bins, along with “checking-in” with their name magnet
indicating school or home lunch. Procedures consist of using the highlighter (tied to the baskets)
for turning in work and lining-up in ABC order. There are no procedures for requests to use the
bathroom, getting drinks of water, or requesting to go to the library. Transitions are made smooth
through the use of specific songs for specific activities such as “Come Together” for Community
Circle, “Let It Be” for Morning Work, “Love Me Do” for Daily Bites, “Help!” for Review of
5 Contextual Factors Daily Bites, and “Dynamite” for Friday Sparkle Time (spelling activity). The teacher simply tells
students when to line up for lunch and specials. At the end of the day, students fill in their
homework assignments and their behavior color for that day into their planners. In addition, they
put the math worksheet and a piece of paper for spelling homework into their folders. After each
student has completed these tasks, the teacher places a stamp in the planner.
Students are organized into four morning center groups and three afternoon center
groups. The four morning centers groups are Apples for Above grade level, Oranges for On
grade level, Grapes for grade level, and Bananas for Below grade level. Oranges and Grapes are
at the same level. The three afternoon center groups consist of six students each. One group goes
out for iii Intensive Reading while the other two stay in the classroom to work in either small
group with the teacher or an enrichment center of the teacher’s choice. The afternoon centers are
30 minutes each for three rotations.
Lunch is at 10:50 am. Specials are at 11:25 am. Afternoon PPA (planned physical
activity) is around 1:00 pm. The Fruits & Vegetables program is about 3:00 pm. The FFVP is a
grant where the entire school to have daily healthy snacks. It is a pleasure to watch the kids
enjoying plums, carrots, cherries, broccoli, oranges, and a variety of other fruits and vegetables.
Student Characteristics
Students in my classroom range between ages seven and nine. Three were retained from
2nd grade last year. There are six males and 12 females. Seven students are Hispanic, four are
Black, four are White, one is Russian, and two are Multi-Racial. Everyone speaks English, seven
speak Spanish, and one speaks Russian. Cultural backgrounds include Cuban, Haitian, and
Russian. Two students go to Speech, one wears a hearing aid, and 15 go to daily iii Intensive
Reading. There are zero students above grade level, 14 on grade level, two below grade level,
6 Contextual Factors and two substantially below grade level. Three students have IEPs and four are diagnosed with
ADHD. There are three LY, no LF, no LP, and no LZ students. So far, there is one student who
has been absent on every other Friday. A few students have been absent due to illness or doctor
appointments, but no excessive absences.
Students in my classroom are typical of their developmental age with abstract reasoning
being a difficult task. They like praise from adults and enjoy group activities like Community
Circle. Through my own observations, I would say that five students are kinesthetic learners, one
is auditory, and the rest are visual. One student consistently reverses letters and numbers. We
now have many pencils without erasers because almost all students want their work to be perfect.
Most are able to stay on task when using fine motor skills like cutting and gluing. Many are
hesitant to begin a new project before finishing the existing one. Writing in complete sentences is
a challenge for most of them. For AR, sixteen students are reading on a first-grade level and two
are on a second-grade level. All students are using their fingers when figuring addition and
subtraction problems.
Instructional Implications
Since my unit will be on growing things and cycles, I will relate our topic to the Fruits &
Vegetables program. I will tie in the morning yoga (after announcements) as a part of growing
up healthy. Some students have families with farms. I plan to send notes home requesting a
family member to come in and speak to the students about their work. Reading materials will be
chosen that are appropriate for the levels of the students. Pictures and realia will aid in learning
new vocabulary and reading comprehension. Clear, concise speech will be used so that the
student with the hearing aid will be able to understand directions and explanations. The CUCC
(circle, underline, count, check) strategy will also aid in student understanding.
7 Topic and Learning Objectives Topic and Learning Objectives Theme: Short/Long /u/, Commas, Nouns, Parts of a Plant
Integrated content areas: Reading and Science
Sunshine State Standards
LA.2.1.6.1: The student will use new vocabulary that is introduced and taught directly
LA.2.1.6.4: The student will categorize key vocabulary and identify salient features
LA.2.1.6.3: The student will use context clues to determine meanings of unfamiliar words
LA.2.1.4.1: The student will use knowledge of spelling patterns (e.g., vowel diphthongs, difficult
word families)
SC.1.L.14.2: The student will identify the main parts of plants, including stems, roots, leaves,
and flowers
LA.2.3.4.3: The student will edit for correct use of commas in dates, items in a series, greetings
and closings of letters, and compound sentences, colons to punctuate time, and apostrophes to
correctly punctuate contractions
LA.2.3.4.4: The student will edit for correct use of nouns, verbs, personal pronouns, adjectives
and adverbs, singular possessive pronouns (e.g., my/mine, his/her, hers)
Description of the Content
In this integrated Language Arts and Science unit, students will learn new spelling words,
short and long /u/ sounds, commas in a series, nouns, and the parts of a plant. This unit is
designed for one week in order to keep in line with the second grade curriculum.
The first day of the unit will use whole group instruction to introduce new vocabulary
and spelling words, to read the story for the week, and to pre-assess the students’ background
knowledge. The next two days of the unit will include eight centers; four on each day. The fourth
day of the unit will focus on the commas and nouns, and any areas that I have identified as
needing review. The last day of the unit will include the Unit Assessment.
Objectives
1. The student will be able to develop complete sentences using new vocabulary.*
2. The student will be able to interpret meanings of unfamiliar words in a text using context
clues.
3. The student will be able to write 15 new spelling words correctly.
4. The student will be able to sort words with short /u/ and long /ū/ sounds.*
5. The student will be able to create a flower model with five parts.*
6. The student will be able to correctly apply commas in a series.
8 Topic and Learning Objectives 7. The student will be able to distinguish between nouns and verbs.
(* higher order objective)
Types and Levels of Learning Objectives
Objectives 1, 4, and 5 require higher order thinking because they require the student to
develop original complete sentences using their own creativity, to sort words according to sound,
and to create a unique design by following a model.
The remaining four objectives require lower order thinking because they require the
student to interpret meaning, write words, apply commas correctly, and distinguish between parts
of speech.
Why Learning Objectives are Appropriate
Objective 1 will be a significant challenge for 15 of the 18 students because they have
difficulty understanding new vocabulary. These are the same students who receive daily iii
Intensive Reading. Objective 4 is attainable because all but one student are able to distinguish
between phonemes. Objective 5 is attainable because most students are able to follow a model
and I have already seen most of them demonstrate individual imagination during our small group
writing time.
Although the remaining objectives require lower order thinking, most students will still
find them challenging because of their academic reading level (as mentioned in the Contextual
Factors section).
Science is taught as a “specials” class on an eight-day rotation. The second grade team
decided to integrate Science with the Reading curriculum since there are no Science classroom
textbooks available at the second grade level. In keeping with this decision, Eric Carle’s, The
Tiny Seed will be used to express the concept of plant parts.
9 Topic and Learning Objectives These objectives follow a familiar weekly pattern for the students. Most children at this
age perform best when they are in a structured environment. Since the beginning of this school
year, the students have come to expect 15 spelling words a week, six new vocabulary words, and
center activities during the week related to a topic. In order for the students to achieve the seven
objectives for this unit, I will keep to the familiar weekly pattern of which the students are
accustomed. All objectives align with one of the seven Sunshine State Standards listed on the
first page. The Sunshine State Standards were chosen from the District’s Academic Plan.
This unit is relevant to most students because they are surrounded by flowers, plants, and
trees in both their home and school environments. Some students have family members who live
on farms. I will be sending a note home to parents asking if any would like to come in and talk
about what they grow; whether it is on their farm or in a garden at home.
10 Assessment Plan Assessment Plan Overview of Assessment Plan
The assessments are aligned with the learning objectives because they measure the
student’s learning gains after they have worked on the activities. Most of the post-assessments
are a repeat of the pre-assessment with the exception of those skills being evaluated on the Unit 2
Week 1 Assessment, which is required by the District. Formative assessments are evaluated
informally by the teacher in an ongoing way (i.e., vocabulary “ding, ding, ding,” discussion of
Oral Vocabulary Cards, short /u/ and long /u/, commas in a series, and nouns/verbs) or based on
a rubric (i.e., labeled Parts of a Plant model and bean plant baggies).
Adaptations to assessments are based on the student characteristics identified in the
Contextual Factors section. Some of these include using the listening CD (at a level appropriate
for the student with a hearing aid), interactive learning with the SmartBoard (especially for the
five kinesthetic learners), my voice inflections (and lack thereof) while reading the comma-in-aseries sentences, and the opportunity to work cooperatively at table groups.
11 Assessment Plan Learning
Objective
1. The student
will be able
to develop
complete
sentences
using new
vocabulary.*
2. The student
will be able
to interpret
meanings of
unfamiliar
words in a
text using
context clues.
Format of
Assessment
PreAssessment
Format of Assessment
Adaptations
Given six vocabulary words, students Help students to
will write six complete sentences on generate sentences
a sheet of paper.
and remind them to
use punctuation.
Formative
Assessment
Read, Plant Power, by Bradley
Roberts, on page 156, as a class and
to learn and discuss new vocabulary.
Laminated vocabulary
word cards are
displayed in the
pocket chart at the
front of the room.
Formative
Assessment
Categorize new vocabulary using the
SmartBoard and the 4-square.
Students write the
word, write the
meaning, and draw a
picture.
Formative
Assessment
Listen to the story, The Tiny Seed,
by Eric Carle. As students listen and
track, they say “ding, ding, ding!”
when they hear a vocabulary word.
Use the listening CD
while students track in
the reading book.
PostAssessment
Vocabulary booklet will include six
complete sentences, be colored, be in
alphabetical order, and stapled.
Help students to
generate sentences
and remind them to
use punctuation.
PreAssessment
Read Jack and the Beanstalk.
Students ask the meaning when they
hear an unfamiliar word.
Formative
Assessment
Explain and ask prompting questions
that trigger students’ understanding
during Oral Vocabulary Card
reading.
The story is read from
the Oral Vocabulary
Cards. The front of
the card faces the
students while the
teacher reads the text
on the back.
PostAssessment
(obs cklst)
Ask thought-provoking questions
after the story is read that challenge
students to synthesize parts of the
story to their own lives.
Draw attention to
pictures clues.
12 Assessment Plan Learning
Objective
3. The student
will be able
to write 15
new spelling
words
correctly.
4. The student
will be able
to sort words
with short /u/
and long /ū/
sounds.*
Format of
Assessment
PreAssessment
Format of Assessment
Adaptations
Given a list of 15 spelling words,
students will copy the words into
their planners.
Students who have
difficulty seeing the
board can move to the
front of the room.
Formative
Assessment
As students are writing the words,
the teacher walks around the class
checking for accuracy.
Formative
Assessment
Check for accuracy of spelling and
neatness of handwriting. Make
corrections in the planner, as
necessary.
In addition to the
student’s handwritten
list in the planner,
there is a typed list of
spelling words stapled
into their homework
folders.
PostAssessment
Spelling test
Words are read aloud
and repeated as
needed.
PreAssessment
Given a list of four words, students
will indicate with hand signals which
words have the short /u/ sound and
the long /u/ sound.
Teacher will say the
word phonetically.
Formative
Assessment
Frog Game – short and long /u/
Students will work in
pairs or threes.
Formative
Assessment
Starfall Level 1-U, Level 2-ug, Gus
the Duck, and Dune Buggy
Students work
individually at one
computer.
Formative
Assessment
Short /u/ and long /u/ with spelling
words using SmartBoard #15.
Students move the
words on the
SmartBoard.
PostAssessment
Given the list of 15 spelling words,
students will indicate which words
have the short /u/ sound and the long
/u/ sound. Not all spelling words
have the sound.
Teacher will say the
word phonetically.
13 Assessment Plan Learning
Objective
5. The student
will be able
to create a
flower model
with five
parts.*
6. The student
will be able
to correctly
apply
commas in a
series.
Format of
Assessment
PreAssessment
Format of Assessment
Adaptations
Given a worksheet of a flower
Blanks with leader
model, students will label the parts of lines are used.
a flower.
Formative
Assessment
View the Seed to Flower video (from
SSS website under the SC.2.L.16.1
benchmark)
View on SmartBoard.
Formative
Assessment
Plant bean seeds in baggies.
Model the process and
assist as needed.
PostAssessment
(rubric)
Create a poster titled, Parts of a
Plant, using real seeds, tissue paper,
yarn, and markers. Students correctly
label all parts including buds, roots,
seed, stem, leaves, and flower.
Students work at the
table groups and are
encouraged to help
one another.
PreAssessment
Given a set of three sentences,
students will place commas in a
series where they deem appropriate.
Teacher will read the
sentence out loud;
once without pauses
and again with pauses.
Formative
Assessment
Commas using SmartBoard #10 and
#11.
Students draw
commas using the
SmartBoard pens.
Formative
Assessment
Find a sentence from an AR book
with a series of commas and write it
in your journal.
Students work as a
table group to find the
comma series, but do
the writing in their
individual journals.
PostAssessment
Given a multiple choice question
(included in the Unit Two Week One
Assessment), students will choose
the correct answer.
Teacher will read the
sentence out loud;
once without pauses
and again with pauses.
14 Assessment Plan Learning
Objective
7. The student
will be able
to distinguish
between
nouns and
verbs.
Format of
Assessment
PreAssessment
Format of Assessment
Adaptations
Given a list of spelling and
vocabulary words, students will label
“n” for nouns and “v” for verbs.
Teacher will say the
words.
Formative
Assessment
Nouns/Verbs using SmartBoard #12.
Students draw
commas and underline
nouns using the
SmartBoard pens.
Formative
Assessment
Draw a picture of the noun/verb in
the sentence.
Students use the 4square worksheet.
PostAssessment
(rubric)
Given multiple choice questions (as
included in the Unit Two Week One
Assessment); students will choose
the correct answer.
Choose sentences
from story, The Tiny
Seed.
(* higher order objective)
Assessment Plan in Detail
1. The student will be able to develop complete sentences using new vocabulary.*
Student directions:
Monday (see pre-assessment below)
Use these six vocabulary words and write a complete sentence for each vocabulary word.
Use a capital letter at the beginning of your sentence. Use punctuation at the end of your
sentence ( . ? ! )
Criteria for judging:
Friday
There are six sentences.
Vocabulary words were used correctly in context.
All sentences have capitalization at the beginning and punctuation at the end.
15 Assessment Plan 2. The student will be able to interpret meanings of unfamiliar words in a text using context
clues.
Student directions:
Thursday
I will read Jack and the Beanstalk. Raise your hand to ask the meaning of a word you don’t
understand. The story is read from the Oral Vocabulary Cards. The front of the card faces the
students while the teacher reads.
Criteria for judging: (see observation checklist below)
Unfamiliar words requiring explanation.
Answers to thought-provoking questions as it relates to the student.
3. The student will be able to write 15 new spelling words correctly.
Student directions:
Monday
Copy the list of 15 spelling words into your planner. Use your best handwriting.
Criteria for judging:
Monday
Check for accuracy of spelling and neatness of handwriting.
Make corrections in the planner, as necessary.
Friday
Spelling test
4. The student will be able to sort words with short /u/ and long /ū/ sounds.*
Student directions:
Monday
Listen while I say the word out loud. Use hands together close to show if the word has the
short /u/ sound. Use hands together wide to show if the word has the long /u/ sound.
Criteria for judging: (see observation checklist below)
Monday
Make mental notes of those students who indicate incorrectly.
(Not all spelling words will have the sound.)
16 Assessment Plan 5. The student will be able to create a flower model with five parts.*
Student directions:
Wednesday
Put your name on the back of your paper before you begin. Gather all the parts you need
before you begin gluing them on your poster. Use the flower model as your example. Label
the parts of the plant.
Criteria for judging: (see rubric below)
Wednesday
All parts are labeled.
All parts are in the correct places.
No parts are missing.
Name is on the back of the poster.
6. The student will be able to correctly apply commas in a series.
Student directions:
Tuesday (see pre-assessment below)
Listen while I read the sentence two times. The first time, I will not use pauses. The second
time, I will use pauses. Place the commas in a series in the sentences where you hear the
pauses. Remember, commas in a series have three items to be separated.
Criteria for judging:
Thursday and Friday
Commas are placed correctly on Unit Two Week One Assessment.
7. The student will be able to distinguish between nouns and verbs.
Student directions:
Tuesday
Write at least five complete sentences using your spelling and vocabulary words. Some are
nouns and some are verbs. If the word is a noun, label it with “n.” If the word is a verb, label
it with “v.” A noun is a person, place, thing, or animal. A verb shows action.
Criteria for judging: (see rubric below)
Tuesday
Nouns and verbs are labeled correctly.
Sentences are complete with capitalization and punctuation.
At least five sentences are written.
17 Assessment Plan Pre‐Assessment for Objective #1 Directions: Use these six vocabulary words and write a complete sentence for each vocabulary
word. Use a capital letter at the beginning of your sentence. Use punctuation at the end of your
sentence ( . ? ! )
Vocabulary
Word
Complete Sentence
burst
desert
drifts
drowns
gently
neighbor
18 Assessment Plan Observation Checklist for Objective #2 The student will be able to interpret meanings of unfamiliar words in a text using context clues.
Item Discussed
Comments
unfamiliar word
unfamiliar word
unfamiliar word
synthesized reading to self
synthesized reading to self
synthesized reading to self
Observation Checklist for Objective #4 The student will be able to sort words with short /u/ and long /ū/ sounds.*
Item Discussed Comments
Short u
Short u
Short u
Long u
Long u
Long u
19 Assessment Plan Rubrics used for Objectives #5 and #7 5. The student will be able to create a flower model with five parts.*
Making A Poster : Parts of a Plant
Teacher Name: Mrs. Hintz
Student Name:
CATEGORY
________________________________________
4
3
2
1
Plant Parts
The poster includes All required elements
all required elements are included on the
as well as additional poster.
information.
All but 1 of the
required elements
are included on the
poster.
Several required
elements were
missing.
Labels
All items of
importance on the
poster are clearly
labeled with labels.
Almost all items of
importance on the
poster are clearly
labeled.
Several items of
importance on the
poster are clearly
labeled.
No important items
were labeled.
Name on Back
The student's name
is on the back and
easy to read.
The student's name
is on the back and is
difficult to read.
The student's name
is not on the back.
20 Assessment Plan 7.
The student will be able to distinguish between nouns and verbs.
Nouns and Verbs
Teacher Name: Mrs. Hintz
Student Name:
CATEGORY
________________________________________
3
2
1
Nouns
All nouns are labeled with
"n" and no other words are
labeled as "n," and a
relevant picture to go with
it.
Most nouns are labeled
with "n," but some other
non-noun words are
labeled as "n," and a
picture to go with it.
Non-noun words are
labeled as "n." No picture
is drawn.
Verbs
All verbs are labeled with
"v" and no other words are
labeled as "v," and a
relevant picture to go with
it.
Most verbs are labeled
with "v," but some other
non-verb words are
labeled as "v," and a
picture to go with it.
Non-verb words are
labeled as "v." No picture
is drawn.
Complete
Sentences
All sentences contain
correct capitalization and
correct punctuation.
Most sentences contain
correct capitalization and
correct punctuation.
Sentences do not contain
correct capitalization nor
correct punctuation.
Number of
Sentences
There are at least five
sentences written.
There are at least three
sentences written.
There is at least one
sentence written.
21 Assessment Plan Pre‐Assessment for Objective #6 Directions: Listen while I read each sentence two times. The first time, I will not use pauses. The
second time, I will use pauses. Place the commas in a series in the sentences where you hear the
pauses. Remember, commas in a series have three items to be separated.
Plants need sun air and water.
Plants are eaten by people animals and insects.
Apples peaches and cherries grow on trees.
22 Design for Instruction: Unit Plan and Lesson Plans Results of Pre-assessment
After administering the pre-assessments, a modification was made to the activity for
objective #7. The Language Arts book included a page of five sentences with instructions to
circle the subject and underline the predicate. This resource was used to demonstrate the use of
subjects and verbs in sentence format rather than simply a list of isolated words. Since writing in
complete sentences is still challenging for 15 students, this modification gave them useful
practice.
In addition to this modification, objectives #1, #3, #4, #5, and #6 were incorporated into
the Kagan strategy called Quiz-Quiz-Trade. This modification was necessary because
instructional time was unexpectedly interrupted due to the Lehigh Writes requirement. For more
information on Quiz-Quiz-Trade, please see the Appendix.
The chart on the next page shows the results of the pre-assessments for each learning
objective. The class is grouped according to four academic levels:
Bananas (below grade level): Kaleb, Jamie, Jhene, Craig, Jomary
Apples (approaching grade level): Ida, Jesslyn, Antonio, Darrick
Oranges (on grade level – low meets): Lazaro, Fayth, Fabiola, Maria, Svetlana
Grapes (grade level – meets): McKayla, Jeffrey, Natalie, Brad
Scores are indicative of student placements in these groups with the exception of Maria.
Since the time of the pre-assessments, she has been recommended for RTI.
23 Design for Instruction: Unit Plan and Lesson Plans Results of Pre-Assessments
16
15
15
15
15
15
15
15
15
15
15
14
14
13
12
12
12
12
11
10
8
6
6
6
5
6
6
6
5
5
6
6
6
6
6
6
6
3
3
6
6
6
5
5
6
6
3
4
3
3
6
6
6
6
5
5
4
3
6
5
4
4
4
5
4
3
3
2
2
1
0
0
0
Kaleb
Jamie
Jhene
Obj #1 Pre‐Assess
Craig
Jomary
Obj #3 Pre‐Assess
Ida
Jesslyn Antonio Lazaro
Obj #4 Pre‐Assess
Fabiola
Obj #5 Pre‐Assess
Fayth
Maria Svetlana McKayla Jeffrey Natalie
Obj #6 Pre‐Assess
Obj #7 Pre‐Assess
Notes:
Objective #1 was based on complete and meaningful sentences of vocabulary words.
Objective #2 was abandoned due to time constraints.
Objective #3 was based on 15 spelling words written correctly.
Objective #4 was based on teacher observation. A score of 1 indicates understood and a score of 0.5 indicates not understood.
Objective #5 was based on labeled plant parts. A score of 1 indicates understood and a score of 0.5 indicates not understood.
Objective #6 was based on correct placement of commas in a series.
Objective #7 was based on subject and verb identification.
Two students were excluded due to absences.
24 Design for Instruction: Unit Plan and Lesson Plans Overview of the Unit
Day
Objective #
Planned
Monday
1. The student will be
able to develop
complete sentences
using new
vocabulary.*
Activity
Categorize new vocabulary using the SmartBoard and
the 4-square.
Listen to the story, The Tiny Seed, by Eric Carle. As
students listen and track, they say “ding, ding, ding!”
when they hear a vocabulary word.
Monday
2. The student will be
able to interpret
meanings of
unfamiliar words in
a text using context
clues.
Teacher asks prompting questions that trigger students’
understanding during Oral Vocabulary Card reading.
Monday
3. The student will be
able to write 15 new
spelling words
correctly.
Check for accuracy of spelling and neatness of
handwriting. Make corrections in the planner, as
necessary.
Play SmartBoard Hangman.
Tuesday
4. The student will be
able to sort words
with short /u/ and
long /ū/ sounds.*
Frog Game – short and long /u/
Starfall Level 1-U, Level 2-ug, Gus the Duck, and Dune
Buggy
Short /u/ and long /u/ with spelling words using
SmartBoard #15.
Wednesday 6. The student will be
able to correctly
apply commas in a
series.
Commas in a series using SmartBoard #10 and #11.
Tuesday
Read The World of Plants, by Becky Manfredini in
small group center and discuss Chapter 3.
5. The student will be
able to create a
flower model with
five parts.*
Create a poster titled, Parts of a Plant, using real seeds,
tissue paper, yarn, and markers. Students correctly label
all parts including buds, roots, seed, stem, leaves, and
flower.
25 Design for Instruction: Unit Plan and Lesson Plans Day
Planned
Thursday
Objective #
Activity
7. The student will be
able to distinguish
between nouns and
verbs.
Nouns/Verbs using SmartBoard #12.
(* higher order objective)
Activities
The activity for objective #3 requires students to hand write 15 spelling words into their
planners. Words are displayed on the SmartBoard in as large a font as possible. Paper copies of
spelling words are available for those students who need glasses but don’t have them. Some
students move from their desks to the floor at the front of the room while writing their words.
This activity benefits students by solidifying the new spellings because each word is hand
written. To reinforce spelling the new words, this activity immediately follows playing
SmartBoard Hangman with the spelling words. Formative assessments include the teacher
checking each student’s planner for spelling accuracy of each word and the neatness of the
handwriting. The teacher makes corrections in the planner as necessary.
Name: Judy Hintz
Level: 2nd Grade
Content: Reading, Unit Two Week One, The Tiny Seed
Daily Lesson Plan
1A. Sunshine State Standards:
LA.2.1.6.1: The student will use new vocabulary that
is introduced and taught directly
LA.2.1.4.4: The student will identify irregularly
spelled words (e.g., laugh) and words with special
vowel spellings (e.g., bread)
LA.2.1.6.4: The student will categorize key
vocabulary and identify salient features
LA.2.3.4.5: The student will edit for the correct use of
subject/verb and noun/pronoun agreement in simple
and compound sentences
Date: Monday, October 3, 2011
1B. Goal 3 Standards
Standard 4: Florida students use
creative thinking skills to generate
new ideas, make the best decision,
recognize and solve problems through
reasoning, interpret symbolic data, and
develop efficient techniques for
lifelong learning.
Standard 8: Florida students work
cooperatively to successfully complete
a project or activity.
26 Design for Instruction: Unit Plan and Lesson Plans 2. Objectives
Students will be able to:



Describe new vocabulary words. Identify and categorize words with short /u/ and long /u/. Write spelling words correctly. 3. Assessment & Evaluation
Initial




Use “Define, Example, Ask” to introduce new vocabulary and determine individual students’ background knowledge. Use Thumbs Up/Thumbs Down with example words of short u and long u. Ask, “What are nouns?” (person, place, thing, animal) Ask, “Who has heard of predicate?” and solicit some students to share what they think. Informal





Check for accuracy of spelling words in planners. Monitor individual student’s letter choices with SmartBoard Hangman. Listen for students to say, “Ding, ding, ding!” when they hear a vocabulary word, as The Tiny Seed is read aloud. Make mental notes about individual students’ accuracy with identifying and categorizing the short u and long u sounds. Observe for students who can distinguish between the subject and the predicate. Formal

FCAT Weekly Assessment Unit Two Week One 4. Materials:
Random Name Sticks
Planners
Treasures Reading books
5. Technology Integration:
Document camera
SmartBoard
Student computers
6. Introduction to the Lesson: How you will motivate and inform your students of what they
will be learning. Complete script of what you will say.


Use a song or a sound maker to transition from finishing Drops in the Bucket to Morning Centers. Pass out gems for those table groups who are ready. 7. Presentation of Lesson: Must include a complete script of what the teacher will say, reviews,
transitions. Must show evidence of differentiation by highlighting or using bold type.







Introduce the six new vocabulary words, one at a time, using “Define, Example, Ask” with SmartBoard #4‐9. The new vocabulary words are burst, desert, drifts, drowns, gently, neighbor Begin with the word burst. Use SmartBoard #4 and hide all but the word burst. Ask, “What is this word?” and solicit student responses. Say, “This word is burst.” “Everyone say burst.” Say, “Say it again.” 27 Design for Instruction: Unit Plan and Lesson Plans 7. Presentation of Lesson: (continued)
















Ask, “Does anyone know the meaning of burst?” Elicit two or three answers from students. Unhide the definition and read it aloud. Ask, “Who can give me an example using the word burst?” If students are having trouble distinguishing between the definition and an example, clarify by saying, “A definition tells about the word and an example uses the word in a complete sentence.” Accept and encourage students to give an example using the word burst. Unhide the question and read it aloud. Encourage student responses and accept one or two. Say, “We will randomly choose someone to place this vocabulary card in the pocket.” Choose a Random Name Stick and have that student place the vocabulary card in the pocket. Follow the previous steps for the remaining vocabulary words. Categorize spelling words with short /u/ and long /u/ with SmartBoard #15 by using Random Name Sticks and having students move the spelling word to the correct column. Spell words with SmartBoard HANGMAN.Notebook file. Say, “We always want to start with a vowel.” Choose a Random Name Stick and have that student name a vowel. The teacher moves the letter and the body parts of the hangman. Spelling Words: sun, duck, crunch, dude, rule, trunk, bump, cube,
rude, fume, touch, rough, young, shrunk, amuse







Play about three or four games depending on time. Have students write the spelling words into their planners. Say, “When you are finished writing your spelling words, place your planners open on the front table and get a Treasures Reading book from the bookshelf.” When all students are ready with their reading books, play the listening CD. Treasures Reading: The Tiny Seed (listening CD), (iTunes, Audio CD, Track 5) After the reading, discuss the story by asking prompting/synthesizing questions. Say, “Please line up quietly in ABC order for lunch.” 
Between lunch and specials (P.E.), have students read AR. Specific Notes:
Monitor Brad that he is taking his time.
Monitor Craig that his handwriting is legible.
Monitor that Lazaro, Jeffrey, Brad, and Jamie are staying on task.
Follow‐up Reflection (completed after the lesson has been taught) Content: What should I teach next or reteach? Students: Who still needs support with this content? 28 Design for Instruction: Unit Plan and Lesson Plans The activity for objective #5 requires students to create a poster titled, Parts of a Plant,
using real seeds, tissue paper, yarn, and markers. This activity is designed for small groups at the
front table. This way, the teacher can help students in a close setting with more individualized
attention. Students correctly label all parts of a plant including roots, seeds, stem, leaves, and
flower. All materials are within reach of students so the sharing of supplies is simple. This
activity follows the reading, The World of Plants, by Becky Manfredini in small group centers.
Formative assessments for this activity include the teacher discussing Chapter 3 of the reading
about the parts of a plant and also checking for correctly labeled parts of the flower on the plant
poster.
Name: Judy Hintz
Level: 2nd Grade
Content: Reading, Unit Two Week One, The Tiny Seed
Daily Lesson Plan
1A. Sunshine State Standards:
SC.1.L.14.2: Identify the major parts of
plants, including stem, roots, leaves, and
flowers.
LA.2.2.1.2: The student will identify and
describe the elements of story structure,
including setting, plot, character, problem,
and resolution in a variety of fiction.
Date: Tuesday, October 4, 2011
1B. Goal 3 Standards
Standard 4: Florida students use creative thinking
skills to generate new ideas, make the best
decision, recognize and solve problems through
reasoning, interpret symbolic data, and develop
efficient techniques for lifelong learning.
Standard 8: Florida students work cooperatively
to successfully complete a project or activity.
2. Objectives
Students will be able to:


Create a model of plant parts. Describe the plot in a story. 3. Assessment & Evaluation
Initial

Write a sentence on the board and ask, “Which words are the nouns?” Informal


Check accuracy of posters. Check for understanding in students’ plot sentences. Formal

FCAT Weekly Assessment Unit Two Week One 29 Design for Instruction: Unit Plan and Lesson Plans 4. Materials:
Construction paper, seeds, tissue paper,
yarn, markers, glue, pencils.
5. Technology Integration:
Document camera
SmartBoard
6. Introduction to the Lesson: How you will motivate and inform your students of what they
will be learning. Complete script of what you will say.


Use a song or a sound maker to transition from finishing Drops in the Bucket to Morning Centers. Pass out gems for those table groups who are ready. 7. Presentation of Lesson: Must include a complete script of what the teacher will say, reviews,
transitions. Must show evidence of differentiation by highlighting or using bold type.


Explain each center in whole group. Front Table: Parts of a Plant poster and bean plant baggies. Give directions. Students write their names on the back of one sheet of
construction paper. Describe each material and use the pre-made poster to point
out where to place it. Have all students begin with the stem. Other items may be
put on in any order. Label plant parts last.





Computers: Starfall, 2 Learn To Read, Dune Buggy Spelling: Hangman with partners or threes. Comprehension: Describe plot on pages 164 and 165 using question prompts. Students write in complete sentences about what would happen to the tiny seed if it fell into the ocean and if it drifted down onto the desert. Say, “Please line up quietly in ABC order for lunch.” Between lunch and specials (Science), have students continue reading centers. Specific Notes:
Have students repeat directions after teacher gives them.
Monitor other center groups while working with the front table group.
Monitor that Lazaro, Jeffrey, Antonio, and Brad are not disturbing other center groups.
Follow‐up Reflection (completed after the lesson has been taught) Content: What should I teach next or reteach? Students: Who still needs support with this content? The activity for objective #6 requires students to place commas in a sentence with a
series of three items. Students use their Language Arts books and turn to page 17. The directions
require each sentence to be hand written and for students to include the commas in a series. In
addition to knowing where to place commas, this activity gives students an opportunity to
30 Design for Instruction: Unit Plan and Lesson Plans practice legible handwriting. They also benefit from reading and writing a complete sentence that
uses capitalization and punctuation. This activity follows whole class SmartBoard activities with
commas in a series. The formative assessment includes the teacher walking around the room as
students work, checking for correct placement of commas in a series, and making corrections as
necessary.
Name: Judy Hintz
Level: 2nd Grade
Content: Reading, Unit Two Week One, The Tiny Seed
Daily Lesson Plan
1A. Sunshine State
Standards:
LA.2.3.4.5: The student will
edit for the correct use of
subject/verb and
noun/pronoun agreement in
simple and compound
sentences.
Date: Wednesday, October 5, 2011
1B. Goal 3 Standards
Standard 4: Florida students use creative thinking skills to
generate new ideas, make the best decision, recognize and solve
problems through reasoning, interpret symbolic data, and
develop efficient techniques for lifelong learning.
Standard 8: Florida students work cooperatively to successfully
complete a project or activity.
2. Objectives
Students will be able to:




Identify and discuss the parts of a plant. Identify and categorize words with short and long u. Identify subjects and predicates in a sentence. Produce sentences that include commas in a series. 3. Assessment & Evaluation
Initial

Ask, “What is a comma and where does it go?” Informal



Check for understanding of parts of a plant. Check for correct identification of nouns and verbs. Check for correct placement of commas in a series. Formal

FCAT Weekly Assessment Unit Two Week One 4. Materials:
Treasures Reading: The World of Plants
Sentences with a series of three items
Random Name Sticks
5. Technology Integration:
Document camera
SmartBoard
31 Design for Instruction: Unit Plan and Lesson Plans 6. Introduction to the Lesson: How you will motivate and inform your students of what they
will be learning. Complete script of what you will say.


Use a song or a sound maker to transition from finishing Drops in the Bucket to Morning Centers. Pass out gems for those table groups who are ready. 7. Presentation of Lesson: Must include a complete script of what the teacher will say, reviews,
transitions. Must show evidence of differentiation by highlighting or using bold type.








Begin by modeling commas in a series. Say, “We must place commas in a sentence when we pause during reading.” Ask, “What is a pause during reading?” and solicit a few student responses. Say, “Listen while I speak this sentence two times. One will use a pause and one will not.” Read the first sentence. Ask, “Did I pause the first time or the second time?” Say, “When I say a sentence with a pause, I write the sentence with commas.” “Let’s try a few examples.” Use SmartBoard #10, #11, #17, #22 and have students determine where the commas go. 

Explain each center in whole group. Front Table: Small Book The World of Plants, by Becky Manfredini. 


Computers: Macmillan Spelling and Vocabulary Activities Spelling: My Best Handwriting worksheet (3x each) Grammar: nouns, commas in a series, one sample sentence Students answer questions about Chapter 3 Parts of a Plant.
Students produce five complete sentences that include commas in a series. They
label the nouns with “n.” They label the verbs with “v.” Draw a picture of the
noun/verb. Students use spelling and vocabulary words. Sentences must include
capitalization and punctuation.


Say, “Please line up quietly in ABC order for lunch.” Between lunch and specials (Music), have students read AR. Specific Notes:
Encourage Jesslyn, Craig, Brad, and Darrick to answer during whole group.
Monitor that Craig’s handwriting is legible.
Monitor that Lazaro, Jeffrey, Brad, and Jamie are staying on task.
Follow‐up Reflection (completed after the lesson has been taught) Content: What should I teach next or reteach? Students: Who still needs support with this content? 32 Design for Instruction: Unit Plan and Lesson Plans Technology
The SmartBoard was used for introducing new spelling words, categorizing spelling
words into long u and short u sounds, and activities with commas in a series. Other technology
(not listed here) included the listening CD for the reading story of the week and student
computers for practice with short u and long u.
33 Instructional Decision Making Instructional Decision Making Objective #
1. The student will be able to develop
complete sentences using new
vocabulary.*
2. The student will be able to interpret
meanings of unfamiliar words in a text
using context clues.
3. The student will be able to write 15
new spelling words correctly.
4. The student will be able to sort words
with short /u/ and long /ū/ sounds.*
5. The student will be able to create a
flower model with five parts.*
6. The student will be able to correctly
apply commas in a series.
7. The student will be able to distinguish
between nouns and verbs.
(*higher order objectives)
Activity Modified
Incorporated into Kagan Quiz-Quiz-Trade
Abandoned
Incorporated into Kagan Quiz-Quiz-Trade
Given a list of spelling words, students will
indicate with hand signals which words have the
short /u/ sound and the long /u/ sound.
Incorporated into Kagan Quiz-Quiz-Trade
Incorporated into Kagan Quiz-Quiz-Trade
Given a list of sentences, students will circle the
subject and underline the predicate.
Occasions that Modified Instruction
The Lehigh Writes writing requirement was scheduled for the same week as my unit. My
cooperating teacher needed preparation time for this requirement, including a one-hour block of
uninterrupted student writing time. Therefore, I modified my
instruction to accommodate the extra time needed for Lehigh
Writes by choosing to use the Kagan strategy called Quiz-QuizTrade (see Appendix). I was able to incorporate interactive
practice with the new vocabulary words, commas in a series,
plant parts, and review of plural nouns from the previous week. I used this whole group strategy
on Thursday, which came after the initial lesson on Monday and the two center days on Tuesday
and Wednesday. Using Quiz-Quiz-Trade enabled students to continue learning objectives 1, 3, 5,
and 6 using a fun and social approach.
34
Instructional Decision Making The activity for objective #7 was modified by using the Language Arts book for practice
with distinguishing between subjects and predicates in sentences. The students were already
familiar with using the Language Arts book for practice with concepts like capitalization and
punctuation learned in prior weeks. This was especially helpful for two of my students, Maria
and Ida, who are substantially below grade level. They were each able to work cooperatively
within their table groups which consist of one below-grade level and two on-grade level students.
This way, Maria and Ida additionally benefited from the social interactions and the perspectives
of others while learning about subjects and predicates.
Since I was unable to procure a parent speaker for the kids, my
cooperating teacher and I opted to buy two “message” plants for the
classroom. I used the plants as an attention grabber the Friday before my
unit was to start. The two plants came in small cans with clear plastic
bases where the water level could be seen. We opened the cans, put
water in, and set them
on the window sill. I
asked the students what they thought would
happen by Monday and several said the plants
would start to grow. They grew very quickly over the next two weeks as seen in these photos.
The students were excited to see the new growth when they came in each morning.
Objective #2 was abandoned altogether because all students needed prep time for Lehigh
Writes.
35
Analysis of Impact on Student Learning Whole Group Pre‐ and Post‐Assessment Data Student
Name
Ida
Jhene
Fayth
Lazaro
Fabiola
Jomary
Jeffrey
Jesslyn
Antonio
Natalie
Jamie
McKayla
Kaleb
Svetlana
Maria
Craig
Obj #1 Pre
(6 possible)
6
6
6
6
6
5
6
5
6
6
5
6
5
6
3
5
Obj #1 Post Obj #3 Pre
(6 possible) (15
possible)
6
12
6
13
6
13
6
12
6
15
6
13
6
14
6
15
5
13
6
13
6
14
6
15
6
15
6
13
4
15
5
12
Obj #3 Post Obj #4 Pre
(15
(observed)
possible)
11
14
13
15
14
15
14
15
15
15
9
14
14
15
14
14
14
14
14
14
13
15
15
15
15
15
14
14
11
15
14
15
Obj #4 Post
(15
possible)
13
15
15
15
15
13
15
15
14
14
15
15
15
13
14
15
16
14
12
10
8
6
Obj #1 Pre
Obj #1 Post
Obj #3 Pre
Obj #3 Post
Obj #4 Pre
4
Obj #4 Post
2
0
36
Analysis of Impact on Student Learning Whole Group Pre‐ and Post‐Assessment Data (cont) Student
Name
Ida
Jhene
Fayth
Lazaro
Fabiola
Jomary
Jeffrey
Jesslyn
Antonio
Natalie
Jamie
McKayla
Kaleb
Svetlana
Maria
Craig
Obj #5 Pre
(4 possible)
2
4
4
4
4
4
4
4
4
3
4
4
4
4
3
4
Obj #5 Post Obj #6 Pre
(4 possible) (6 possible)
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
3
6
6
6
6
6
6
6
6
5
6
6
6
6
0
4
Obj #6 Post Obj #7 Pre
(10
(5 possible)
possible)
10
0
10
3
10
5
5
3
10
4
10
5
10
4
10
2
10
1
10
3
10
3
10
5
10
4
10
4
10
3
6
3
Obj #7 Post
(2 possible)
1
2
2
2
2
2
2
2
1
2
2
2
2
2
1
2
12
10
8
6
4
Obj #5 Pre
Obj #5 Post
Obj #6 Pre
Obj #6 Post
Obj #7 Pre
2
Obj #7 Post
0
37
Analysis of Impact on Student Learning Analysis
There was not much disparity between pre-test and post-test scores for Objective 1 which
was writing complete sentences using vocabulary words. Thirteen students (81%) scored 100%
on the post-test. Four students (25%) had learning gains. One student went backwards by 17%.
Score disparity was also minimal for Objective 4 which was identifying short and long u
sounds. Ten students (63%) scored 100%. One student (17%) had learning gains. Four students
(81%) went backwards by 7%.
Scores for Objective 3 seem to follow the ability levels of the students. Three students
(81%) scored 100%. Six students (63%) had learning gains. Five students (69%) went
backwards. Of these five students, three went back by 7%, one went back by 27%, and one by
31%. The three lowest scores belonged to the two students at substantially below grade level and
one student who, it was later discovered, was retained from 1st grade in another school district.
Scores for the Objective 5 poster were great with all 16 students scoring 100%. Three
students (81%) had learning gains. No students went backwards.
Scores for Objective 6 (commas in a series) were 100% for 14 students (88%), 60% for
one student, and 50% for one student on the post-test. One student’s score went down by 50%.
As a result, I gave one-on-one instruction to this student.
Twelve students (75%) improved on the post-test for Objective 7 (distinguish between
subjects and predicates). There were only two questions addressing Objective 7 on the Unit Two
Week One Assessment. Scores indicated students either understood it or not.
38
Analysis of Impact on Student Learning Subgroup Pre‐ and Post‐Assessment Data Student
Name
Ida
Jesslyn
Natalie
Maria
Obj #5 Pre
(4 possible)
2
4
3
3
Obj #5 Post
(4 possible)
4
4
4
4
I chose this subgroup because these students are at the below and substantially below
grade levels. Of all the students in the class, these four students generally have the lowest scores
on paper and pencil assessments. These low scores make it seem as though they consistently
have difficulty mastering learning objectives in Reading and Math. Although this may be true, I
believe these four students may be able to show their cognitive understanding of a concept
through a means other than a pencil and paper assessment.
I was most interested in looking at these students’ learning gains during this unit with
particular attention to the plant poster activity. This activity resulted in a performance based endproduct created by each student and assessed with a rubric. It is interesting to note that two of the
students did not have full plant parts knowledge at the time of the pre-assessment. However, all
four students successfully completed their posters with correct labels. This type of authentic
assessment involves “analysis, interpretation, and multiple perspectives” as stated in the article
by Dr. Judith Liskin-Gasparro at the Symposium on Spanish Second Language Acquisition held
at the University of Texas at Austin in October, 1997. By
looking at all the posters created by the students, their individual
creativity and understanding comes through.
Source: http://www.sedl.org/loteced/comparing_assessment.html
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Analysis of Impact on Student Learning Individual Pre‐ and Post‐Assessment Data Student
Name
6
6
6
Obj #1 Post Obj #3 Pre
(6 possible) (15
possible)
6
12
6
14
6
15
Obj #5 Pre
(4 possible)
Obj #5 Post Obj #6 Pre
(4 possible) (6 possible)
Obj #1 Pre
(6 possible)
Lazaro
Jeffrey
McKayla
Student
Name
Lazaro
Jeffrey
McKayla
4
4
4
4
4
4
6
6
6
Obj #3 Post Obj #4 Pre
(15
(observed)
possible)
15
15
15
Obj #4 Post
(15
possible)
15
15
15
Obj #6 Post Obj #7 Pre
(10
(5 possible)
possible)
5
3
10
4
10
5
Obj #7 Post
(2 possible)
2
2
2
These three students were retained from 2nd grade last year. They are the three students
who consistently score well on assessments in both Reading and Math. I chose to look at their
scores for Objectives 1 and 3 because they concern writing complete sentences and spelling
words correctly.
When students are retained, they reap the benefits of repeating familiar content with more
success, but also can suffer harmful self-esteem issues as a consequence. These three students are
aware that their fellow 2nd graders from last year have moved on to 3rd grade. However, I see
them enjoying their successes on tests and they are all regular contributors in class.
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Reflection and Self‐Evaluation Reflection and Self‐Evaluation Objective – Most Successful for Students
Students were most successful with learning objective 5 (parts of a plant poster). This
was to be expected because the hands-on activity associated with this objective held the students’
interest. They were kinesthetically involved with the creation of their individual flowers by
gluing and labeling.
In addition to the students’ natural interests, my clear instructions prior to beginning the
project gave them clear directions as to how to go about putting the poster together. I explained
each step and asked probing (and sometimes repetitive) questions about what they were
supposed to do. I invited students to ask clarifying questions about the steps they were to take.
I just have to mention that the students were successful with placing commas in a series. I
was pleasantly surprised by their positive results. I believe the sentence activities contributed to
the students’ success with this concept. There was much repetition, but it wasn’t monotonous
because of the variety of items used in the sentences.
Objective – Least Successful for Students
Although students did very well with learning objective 1 (writing new vocabulary in
complete sentences), it is a skill that students continue to be most challenged by. I contribute
their unusual success with this objective to having paid attention when we learned the new
vocabulary meanings. I used “Define, Example, Ask” to teach the new words; a strategy the
students are familiar with.
In general, students have difficulty writing in complete sentences regardless of the new
vocabulary. This is a skill the students have been struggling with since the beginning of the year.
As with any skill, writing in complete sentences improves with ongoing practice. All students
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Reflection and Self‐Evaluation could tell you that a complete sentence begins with a capital letter and ends with punctuation, but
that doesn’t mean they always apply that knowledge to their sentences. Some students still begin
a sentence with the word because even though we have talked about not doing that.
Upon reading sentences, I would ask the student for clarification. They could verbally tell me
what they meant, but the writing didn’t reflect that. Missing words was a common problem. I
was able to help them put their thoughts into writing. For a few of the talkative students, this was
a painful process because they had many more words to write than they realized. They were truly
stretching their endurance!
In some sentences, students had a lack of subject-verb agreement. This phenomenon included
students with English as their first language as well as those whose first language was not
English. Subject-verb agreement was not explicitly taught before this unit. It was taught a few
weeks afterward, and from my observations, students need ongoing practice with this skill as
well.
Professional Learning Goals
For the moment, there are three professional learning goals I have for myself. They are
student interest strategies, incorporating Science and Social Studies into lesson planning, and
self-confidence strategies.
When I watch my cooperating teacher instruct her class, I am impressed with her ability
to keep students interested in her topic. She has a presence that keeps their attention. She has said
that her classroom is her stage and it is her show. I’m still uncomfortable with that idea for
myself, but that’s because I’ve never liked being the focus of attention. I have come a very long
way during my internship in finding my voice and holding students’ attention. However, I need
more practice with it. In order to achieve this goal, I will watch videos of professional speakers,
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Reflection and Self‐Evaluation experienced teachers, and other similar leaders (like Harry Wong) who know about and who are
required to hold the attention of young students. I will watch for their body language, their voice
inflections, and heed their practical advice.
Currently, there is no Science curriculum for 2nd grade. The students receive Science as
one of their specials like P.E., music, and art. Teachers are required to integrate Science into
Reading, which I found difficult to do. I belong to NSTA and receive Science & Children
magazine. In preparation for the new school year, I will use this resource as I plan science topics
that align with the Sunshine State Standards and prepare lesson plans accordingly.
There are Social Studies textbooks in the classroom, but I didn’t have time to include this
subject in this unit. During my internship, I noticed that although students stood up to recite the
Pledge of Allegiance every morning, they didn’t understand the meaning behind it. When I have
my own classroom, I will teach the meaning of the Pledge so that students can relate it to their
own lives. I will teach this at the beginning, middle, and end of the year. This repetition will help
students retain the knowledge. In preparation for the new school year, I will take home the TE
for Social Studies to become familiar with the topics and incorporate them into my lesson plans.
I would like to feel that self-confidence I see in other teachers. Just like my students, I
learn best by actual practice and repetition. Sometimes a “fake it ‘til you make it” attitude helps
too! To achieve this goal, I will internalize those character traits in others that are positive and
nurturing. I will also continue to read inspirational books of success and accomplishment.
Video Link http://youtu.be/vVOdmxe3Rh4
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Appendix Appendix Quiz-Quiz-Trade (Kagan strategy)
Description:
Students quiz a partner, get quizzed by a partner, and then trade cards to repeat the process with a
new partner.
Steps:
1.
2.
3.
4.
5.
6.
7.
8.
Stand Up, Hand Up, Pair Up.
Partner A quizzes.
Partner B answers.
Partner A praises or coaches.
Give high-fives.
Switch roles.
Partners trade cards.
Repeat Steps 1-6 a number of times.
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