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Pre-Professional Teacher
Pre-Professional Teacher Work Sample
By: Susan Tomkus
April 22, 2009
Kean University: EMSE 3800:
Field Experience in Elementary Education
Supervisor: Mr. Charles Bartley, Cooperating Teacher: Ms.Zambell
Colts Neck School District, Grade 2
Subject Taught: Social Studies
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Pre-Professional Teacher
Table of Contents

Introduction------------------------------------------------------------------- pp. 3 – 4

Learning Goals--------------------------------------------------------------- pp. 5 – 6

Assessment Plan-------------------------------------------------------------- pp. 7 – 10

Assessment Plan Table------------------------------------------------------ pp. 11 – 23

Keys and Rubrics------------------------------------------------------------- pp. 24 – 30

Design for Instruction-------------------------------------------------------- pp. 31 – 40

Design for Instruction Table------------------------------------------------- pp. 41 – 47

Instructional Decision Making----------------------------------------------- pp. 48 – 51
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Introduction
Hello, my name is Susan Tomkus, and in these pages I have compiled a portfolio that
meets the requirements of the Mini-Teacher Work Sample for my Pre-professional year. The
purpose of this portfolio is to provide student teachers opportunities for reflection about the work
they have done in the cooperating classroom. The portfolio specifically emphasizes the spectrum
curriculum model provided by Kean University’s College of Education. This model focuses on
the knowledge, skills, and values or dispositions of the student teacher (TPC, 2009). Primary
responsibilities within this curriculum model include, “…identifying educational problems,
developing solutions, and applying professional knowledge, attitudes, and values” (TPC, 2009,
p.5). The structure of the Teacher Work Sample is created to give opportunities to: practice the
identification of educational problems that students may exhibit, develop solutions to those
problems through adaptations or modifications of activities or assessments, create effective
learning experiences for students by use of the New Jersey Core Curriculum Content Standards
to identify learning goals, and show respect, positivity, and high expectations for all learners.
Learning outcomes are broken down into three components which are knowledge, skills,
and dispositions. The outcomes for the knowledge component include: a thorough knowledge of
subject matter and NJCCC standards; development of knowledge on how students learn and
provides opportunities for growth; accommodations for diverse learners; practice of classroom
management and theories; and knowledge on how to assess student learning and improvements
(TPC, 2009). Outcomes for the skills component include: planning the instruction by NJCCC
standards and curriculum goals; use of a variety of instructional strategies and technologies to
help all learners be successful in academic improvement; creation of a learning environment that
fosters intrinsic motivation, positivity, and engagement of all learners; effective communication
by use of verbal and non verbal techniques including the use of technology and media; use of
formal and informal assessment strategies to evaluate student progress and make appropriate
adjustments based on that information; to support students by working cooperatively with
parents, school faculty, and community members; and reflection of choices made or observed in
the classroom in order to grow professionally (TPC, 2009). The learning outcomes for the
dispositions that a teacher should have included: appreciation and respect for all learners, despite
diversities, which should help students develop confidence and skill competence; high
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expectations for all learners to be successful; productive work within the community by use of
expected cultural norms; creation of a positive classroom environment that extends to the entire
school; becoming a positive role model; and engagement and commitment of becoming a lifelong learner (TPC, 2009).
In order to meet all of these outcomes, the Teacher Work Sample is designed around the
spectrum model and encourages reflection of the work performed by the student teacher. The
Mini Teacher Work Sample is organized to coincide with the creation of a unit, starting with
specific learning goals that reflect NJCCC standards for curriculum. Next, the assessment plan is
formed to support the learning goals and attainment of such by the students. Assessments range
from checklists, to projects, written work and worksheets, and performances by individuals as
they strive toward the tasks set before them. An understanding of what specifically is being
assessed should always precede the formation of any activity. After that, the design for
instruction is used and helps student teachers list activities tied to the learning goals and how
they should be implemented. Lastly, the Teacher Work Sample prompts instructional decision
making when meeting the needs of diverse learners and provides reflective opportunities for the
student teacher, in order to help such students grow and improve cognitively.
References used:
Teaching Performance Center. (2009). A Guide for Professional Laboratory Experiences:
Pre-professional Field Experience Handbook II. Union: Kean University College of
Education.
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Learning Goals
The “Big Idea” for this social studies unit focuses on the interpretation and use of
landform maps and map grids. There are four learning goals in this unit that align with the New
Jersey Core Curriculum Content Standards (NJCCCS). They include: Social Studies, Language
Arts, and Mathematics standards at the second grade level. The district in which these standards
will be implemented is Colts Neck, New Jersey.
The first learning goal (LG 1) in this unit states: Students will be able to apply map skills
through identification and illustration of places on a map grid. This aligns with New Jersey’s
Core Curriculum Content Standard 6.6.2A.3, which states: Students will be able to demonstrate
basic globe and map skills. Learning styles vary with each student, as indicated by Howard
Gardner’s Multiple Intelligences. Therefore, many intelligences/learning styles will be
highlighted and include: kinesthetic, visual, interpersonal, logical, musical, and verbal strategies
for learning. This will enable all students of varying abilities to comprehend and apply basic
map skills. Pre-requisite knowledge for students to be successful at this learning goal include an
understanding of basic cardinal directions and being able to distinguish letter, number, and
symbol representations.
Learning goal two (LG 2) states: Students will be able to identify, discuss, and compare
landforms with written and symbolic descriptions. This aligns with NJCCCS in Social Studies
6.6.2B.1 which states: Students will be able to describe physical features of places and regions
on a simple scale. The application of written descriptions ties in with Language Arts (NJCCCS)
3.2.2D.2. This standard states: Students will be able to generate ideas and write on topics in
forms appropriate to science, social studies, or other subject areas. Using this standard, a third
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learning goal (LG 3) is represented: Students will write about landforms by using descriptions,
including relative locations, in a sequential order. Learning styles and intelligences again focus
on kinesthetic, visual, interpersonal, logical, and verbal strategies for comprehension, to provide
all students an opportunity to learn. Pre-requisite knowledge for successful learning of the
second and third learning goals respectively include: comprehension of symbol representation,
and the use of descriptive and sequential writing.
Both Social Studies standards 6.6.2A.3 and 6.6.2B.1 use a New Jersey Core Curriculum
Content Standard in Mathematics, 4.4.2A.2 which states: Students will be able to read, interpret,
construct, and analyze displays of data using pictures, tally chart, pictograph, bar graph, and
Venn diagrams. Using this standard, a fourth learning goal (LG 4) is established. Students will
identify, compare, and differentiate: pictures, symbols, and legends on maps and diagrams.
Intelligences highlighted under this learning goal will include visual, kinesthetic, verbal, and
logical abilities. Pre-requisite knowledge will include the ability to distinguish letter, number,
and symbol representations.
These goals are appropriate for second grade students as symbols are used and
understood by the pre-operational and concrete operational child, as outlined by Jean Piaget.
Since second graders’ cognitive abilities usually expand from pre-operational into concrete
operational stages throughout the second grade year, more logical and reflective thought will
occur through the use of these learning goals. Further, the goals are applied in meaningful
learning situations, as map skills, writing skills, and analysis of data are all necessary tools for
students to understand the world around them by use of assimilation and accommodation.
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Assessment Plan
The assessment plan for this unit on landform maps and grid maps includes preassessments and formative assessments for each lesson given. Post, or summative assessments
are given as well; one at the end of the second lesson, and the other during the fourth lesson.
All assessments will align with one of four learning goals. All evaluation is conducted
through: graphic organizers, checklists, projects, observations, and writing/drawing activities.
Two post assessments, aligned with the learning goals and the New Jersey Core Curriculum
Content Standards, are specifically administered at the end of two lessons that concentrate on
map grid skills, and at the end of two lessons that concentrate on landform maps. Two more
post-assessments are aligned with two learning goals, collected as portfolio assessments
containing specific formative work.
Adaptations will be made for all assessments and include: cues; extra wait time;
cooperative learning groups of two or more; peer tutoring; extra and thorough review of
instructions and/or questions; whole class thumbs up or down responses; concrete models of
desired outcomes and performances; working individually with students; checking work against
a computer; use of activities to enhance kinesthetic, visual, interpersonal, logical, verbal, and
musical intelligences; reading aloud directions and possible answers on paper assessments, as
students work through the problems; use of pictures and color whenever possible; use of pre-cut
patterns; writing dictation of those with low writing skills; choice of assessment; and modified
practice questions.
The first learning goal (LG1) states that students will be able to apply map skills through
identification of places on a map grid. The post assessment for this learning goal occurs at the
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end of lesson two and students have a choice of a visual project or a question/writing activity. If
the project is chosen, students are assessed on a possible score scale of one to six points. The
points are given with the completion of six objectives: drawn map grid of room, objects listed in
the legend, picture symbols used in the legend, and three questions pertaining to objects or
coordinates in the room. If the question/writing activity is chosen, students will still have the
opportunity to earn six points by locating countries on a world map (five questions), using listed
coordinates. One final point can be earned by writing about the favorite country located in the
work, and why it is a favorite.
The second learning goal (LG2) states that students will be able to identify, discuss, and
compare landforms with written and symbolic descriptions. The post assessment for this
learning goal includes the use of a portfolio collection of previous formative assessments
including landform vocabulary worksheets, copies of matching vocabulary cards, and two
worksheets Identify Land and Water & Color a Landform Map.
The third learning goal (LG3) states that students will write about landforms by using
descriptions, including relative locations, in a sequential order. The post assessment for this
learning goal occurs at the end of lesson four and consists of a project combined with a writing
activity. Students will draw an island with at least three landforms, one body of water, a
compass rose, and a dotted line to the treasure. After the treasure map is drawn and complete,
students will write directions to the treasure that: align with the dotted line, use compass
directions and transitional words, are understandable and sequential, and mention landforms and
bodies of water used. A rubric with a possible score of 16 points will be used to check for all
points previously listed.
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The fourth learning goal (LG4) states that students will identify, compare, and
differentiate pictures, symbols, and legends on maps and diagrams. The post assessment for this
learning goal includes the use of a portfolio collection of previous formative assessments
including copies of the Lincoln Park Zoo worksheet from lesson one, and the map grid
worksheets/drawing of the classroom in lesson two. There are four questions on the Lincoln
Park worksheet that count as 25 points each. The map grid classroom worksheet/drawing will be
assessed using three criteria: Did they work throughout the lesson? Were they successful at
drawing three objects in the room at the correct coordinates? Did the symbols used represent the
objects for the most part (i.e. nothing too difficult to interpret)?
All formative assessments are conducted after pre-assessments and are used to help the
teacher profile student learning, as the students are still being cognitively scaffolded and
misconceptions can be clarified during this middle part of a lesson or unit. If a majority of
students are having great difficulty with an activity or concept, then the teacher uses these
formative assessments to decide if he or she should continue introducing new material or should
backtrack and give more practice time and/or a new lesson that introduces the activity/concept in
a different way.
Formative assessments in LG1 include: completion of a grid map vocabulary (matching)
worksheet, for a total of 16 possible points; checklists for the learned portion of a KWL chart and
for independent completion of a classroom map grid using checklist criteria that asks, did they
work throughout the lesson? Were they successful at drawing three objects in the room at the
correct coordinates? Did the symbols used represent the objects for the most part?
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Formative assessments in LG2 include: completion of a landform vocabulary worksheet
(matching) for a total of 13 possible points; creation and drawing of matching landform cards for
a total of four cards per student, complete with simple definitions; two homework worksheets,
Identify Land and Water & Color a Landform Map , for a combined score possible of sixteen
points when done correctly; and a checklist to see if all learners can identify a landform region
on a landform map, independently. Formative assessments for LG3 include the same checklist
used in LG2 since it also applies to this learning goal.
Formative assessments for LG4 include: checklist to see if all learners can help put
together a huge floor puzzle of the United States; Independent completion of Lincoln Park Zoo
worksheets, also used as part of a portfolio post assessment for LG4; and a checklist to see if
students can identify a landform region of the United States while using a landform map
independently, which is also used in LG2 and LG3, as it is in align with all of these goals.
Pre-assessment for LG1 includes a checklist for globe skills, and a checklist for pairs of
students to find a specific street on a county atlas using coordinates. Pre-assessment for LG2
includes an analysis of a song the students will sing, identifying specific landforms. Preassessment for LG3 includes a checklist to see if students can provide or agree with simple
definitions of landforms as indicated. Finally, pre-assessment for LG4 includes use of a
checklist to see if students can find a specific country on a globe.
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Assessment Plan Table
Learning Goals
Assessments
Format
LG 1
Pre-assessment
Lesson 1
Students will be able
to apply map skills
through identification
of places on a map
grid.
Checklist: Guided
practice by selection
of high, average, and
low ability students to
find countries on a
globe.
Adaptations
Cues given if student
cannot locate the
country. Example,
north (up), south
(down), east and west
(right and left).
Lesson 2
Checklist: Pairs of
students are given
coordinates on a grid
map to find a street,
and must work
together, one student
following a letter with
his or her finger, the
other following the
number, until their
fingers meet. Pairs
must then find the
street indicated in the
grid square, on the
county atlas.
Instructions repeated
when necessary.
Pairing of students
also helps low ability
students work with
higher ability
students. Peer
tutoring is possible in
this way. High
interest also occurs
because the town and
streets used are
located in Colts Neck.
Pre-Professional Teacher
Learning Goals
Assessments
Format
LG 1
Formative
Lesson 1
Adaptations
Independent
Students will be able
to apply map skills
through
identification of
places on a map
grid.
All answers will be
reviewed after the
completion of a
worksheet is
vocabulary
completed, to allow
worksheet pertaining for corrections of
to grid maps.
mistakes. This will
Information will be
be done before it is
provided through
turned in, and
reading, examples,
through guided
pictures, maps.
practice.
Lesson 2
Checklist:
Discussion of
vocabulary terms
reviewed in lesson 1
with guided practice,
during which a
Learned portion of a
KWL chart is
completed by the
students’ responses.
Provide verbal cues
and give adequate
wait time during Q
& A. Also allow
students to give a
thumbs up or down,
as a group, to answer
some questions,
which will provide
correct responses to
those who are
unsure.
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LG 1
Formative
Lesson 2
Checklist:
Students will be able
to apply map skills
through
identification of
places on a map
grid.
Independent
completion of a map
grid worksheet of
the classroom. Could
they draw three
symbols of things in
the classroom at or
in the appropriate
grid lines? Did they
work consistently?
Provide concrete
model of grid in the
classroom by use of
yarn lines, clearly
marked with letters
and numbers.
Give multiple
examples and model
performances.
Allow students to
collaborate with
each other when
necessary.
Work individually
with low ability
students.
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Learning Goals
Assessment
Format
LG 1
Post Assessment
Lesson 2
Students will be able
to apply map skills
through identification
of places on a map
grid.
Students will work
independently at
home and will
complete either a grid
map of a room in
their home, using a
legend and answering
questions about it, or
they will use a world
map or globe to
answer
latitude/longitude
questions about
locations, and write
about their favorite
place on the
worksheet.
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Adaptations
Practice of the
classroom map grids
will extend itself to
the grid map of a
room in a student’s
home.
If students are doing
the latitude/longitude
worksheet, a
computer may be
used to check the
work.
In both cases, parents
or guardians can
assist the student,
should they need
extra assistance.
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Learning Goals
Assessment
Format
LG 2
Pre-assessment
Lesson 3
Checklist:
Students will be able
to identify, discuss,
and compare
landforms with
written and symbolic
descriptions.
Students will have a
handout of the words
to the song, America
the Beautiful. After
everyone sings,
students will be
questioned to see if
they can identify 2
landforms in the song.
Guided practice will
begin. After a student
answers, the rest of
the class is asked to
give a thumbs up,
down, or sideways if
they are unsure.
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Adaptations
By allowing students
to give thumbs up,
down, or sideways
responses, all students
can participate.
The use of music is
also a teaching
strategy, and another
way to reach students
with musical
intelligences.
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Learning Goals
Assessment
Format
Adaptations
LG 2
Formative
Lesson 3
The vocabulary
worksheet is worded
using simple words
that all learners can
read and comprehend,
as the questions and
possible answers are
read aloud for each
question, pausing
between each
question.
Students will be able
to identify, discuss,
and compare
landforms with
written and symbolic
descriptions.
Upon practice and
discussion of
landforms on a
projector, students
will complete a
vocabulary worksheet
containing all new
words that we
reviewed,
independently.
By working in groups
of varying abilities,
Lesson 3
all students can
Students will work in understand what is
groups of three or
expected in the
four and create
assignment, by
landform matching
watching others, and
cards. The matching peer tutoring can
cards (2 per landform) occur. The group
will have either a
work also allows each
drawing of the
student to be
landform, or its
responsible for a total
definition. After all
of two landforms.
assigned landforms
are finished; students Students with low
may turn them over to writing ability may do
one card set, i.e.
play a matching
learning disability or
game.
E.S.L. learners.
High interest for
intrinsic learning is
also provided by the
game feature.
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LG 2
Formative
Lesson 3
Students will be able
to identify, discuss,
and compare
landforms with
written and symbolic
descriptions.
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Homework:
Two worksheets,
Identify Land and
Water & Color a
Landform Map must
be done
independently at
home.
The worksheets are
simple in assessment
and form, and use
words that all learners
can read or
understand through
the use of pictures.
Lesson 4
Checklist:
All students will be
asked to identify a
landform region of
the United States, by
using a landform
map.
All students are given
a color copy of a
landform map, which
includes numbers
written to describe the
sequence of a
journey. All learners
will be guided along
the path, by use of a
pre-drawn travel line.
All students will be
able to identify one
landform, cues will be
given if necessary,
and, “ give a thumbs
up response” if they
agree with anyone
else’s responses.
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Learning Goals
Assessment
Format
LG 2
Post-assessment
Portfolio:
Students will be able
to identify, discuss,
and compare
landforms with written
and symbolic
descriptions.
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Adaptations
Collection of work
Given during lessons.
and scores for
previously given tasks
during formative
assessments including:
Landform vocabulary
worksheet scores,
copies of matching
vocabulary cards, and
two worksheets,
Identify Land and
Water & Color a
Landform Map.
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Learning Goals
Assessment
Format
Adaptations
LG 3
Pre-assessment
Lesson 4
Interest level will be
high as the video is
from Dora the
Explorer, a popular
cartoon.
Checklist:
Students will write
about landforms by
using descriptions,
including relative
locations, in a
sequential order.
After viewing a short
video clip of a
landform map,
students will be asked
for simple definitions
of the landforms
mentioned. Guided
practice will begin
and students can give
a thumbs up, if they
agree with an answer.
Formative
Further, by allowing
thumbs up or down
responses, all students
can participate and
monitor their own
learning through the
classmates’ responses.
Lesson 4
All students are given
a color copy of a
Checklist:
landform map, which
includes numbers
All students will be
written to describe the
asked to identify a
landform region of the sequence of a journey.
All learners will be
United States, by
using a landform map. guided along the path,
by use of a pre-drawn
travel line.
All students will be
able to identify one
landform, cues will be
given if necessary,
and, “ give a thumbs
up response” if they
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agree with anyone
else’s responses.
LG 3
Students will write
about landforms by
using descriptions,
including relative
locations, in a
sequential order.
Post Assessment
Lesson 4
Students will draw an
island with at least
three landforms, one
body of water, a
compass rose, and a
dotted line to the
treasure.
When this is
complete, they will
write about the
directions to the
treasure in a
sequential order while
using compass
directions, transitional
words, and
mentioning landforms
and bodies of water
depicted on the island.
Students will be able
to use a pattern to
outline their island,
should they need to
use one.
All students will have
pictures of landforms
and bodies of water
on the board, along
with a basic outline of
what they must do.
Concrete examples of
finished work will be
reviewed and left on
the board for all
learners.
Individual help will
be given when needed
to those with spatial
(drawing) or writing
special needs. For
example, an ESL
student can dictate the
directions to me, and I
will write what they
say.
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Learning Goals
Assessment
Format
Adaptations
LG 4
Pre-assessment
Lesson 1
Cues given if student
cannot locate the
country. Example,
north (up), south
(down), east and west
(right and left).
Checklist: Guided
practice by selection
of high, average, and
low ability students to
find countries on a
globe. Other students
can be asked if they
agree with the use of
the thumbs-up
strategy.
Students will identify,
compare, and
differentiate: pictures,
symbols, and legends
on maps and
diagrams.
Formative
Lesson 1
Checklist:
Students will work
together in a group to
piece together a huge
floor puzzle of the
United States.
Pictures of the states
are the pieces.
Students are given
laminated maps of the
United States to help
them put the puzzle
together.
State birds, flowers,
and capitals are drawn
on each puzzle piece
to provide extra cues.
By working together
as one large group, all
students can help and
work together, as one
person can look at the
laminated map, while
another follows
directions for the
relative location on
the puzzle.
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LG 4
Lesson 1
Students will identify,
compare, and
differentiate: pictures,
symbols, and legends
on maps and
diagrams.
Formative
Independent
completion of Lincoln
Park Zoo worksheet
identifying locations
and exhibits on a map
grid.
Provide practice of
map skills, using same
worksheet and
modifying example
questions. Also
model performances,
and provide plenty of
wait time during Q &
A.
All students are given
a color copy of a
Lesson 4
landform map, which
includes numbers
Checklist:
written to describe the
sequence of a journey.
All students will be
All learners will be
asked to identify a
landform region of the guided along the path,
by use of a pre-drawn
United States, by
using a landform map. travel line.
All students will be
able to identify one
landform, cues will be
given if necessary,
and, “ give a thumbs
up response” if they
agree with anyone
else’s responses.
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LG 4
Portfolio:
Students will identify,
compare, and
differentiate: pictures
symbols, and legends
on maps and
diagrams.
Post-assessment
Collection of work
and scores for
previously given tasks
during formative
assessments including
copies of:
Lincoln Park Zoo
from lesson one and
the map grid
worksheets of the
classroom in lesson
two.
Adaptations given
during lesson.
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Design for Instruction
All activities prepared for the four lessons in this unit are in alignment with the learning
goals identified and the New Jersey Core Curriculum Content Standards. The design for
instruction lends itself to assessment and further alignment with the learning goals.
Learning Goal 1:
Students will be able to apply map skills through identification of places on a map grid. This
goal is in alignment with NJCCCS 6.6.2A.3 which states: “Students will be able to demonstrate
basic globe and map skills” (State of New Jersey, 2006).
Activities:
Lesson One: Activate prior knowledge of any globe use or concepts by using a globe with relief
of landforms that students may touch. (Students were very excited to participate as only a few
students ever used a globe before, and approximately 4 out of 5 students could identify a large
country, with directional cues when needed). This pre-assessment was in line with LG1, and
indicates that students are ready for further instruction about geography and ways to locate
places on a map grid.
After instruction of new vocabulary introduced through concrete examples of maps, a world
atlas, and street atlas’s, and by reading There’s a Map on My Lap by Tish Rabe, complete with
pictures, colorful maps, and rhyming lines, students were given a vocabulary worksheet that asks
students to match the vocabulary to its definition. This vocabulary is important because it is
used throughout the rest of the unit on maps; in order for students to use maps correctly, they
will need to know basic terminology and symbol references.
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Lesson Two: Activate prior knowledge about maps and map grids, and the way to plot
coordinates by allowing students to work in pairs, which are given coordinates of a street in a
county atlas. The pairs must work together, one student following a number with a finger, and
the other student follows a letter, until their fingers meet in a square. After which point they
should be able to find the specific street mentioned. This visual, kinesthetic, and logical activity
is further enhanced by working in pairs, making the concept easier to apply for lower ability
students, and intrinsically motivating for all students as they plotted streets in their home town.
(Students really enjoyed this activity as they could look to each other for help. Every pair was
successful at plotting the coordinates to the correct square, and then correctly identified the street
which was named.) This pre-assessment is in line with LG1 and shows that all learners are ready
for more challenging experiences with map grids.
After the pre-assessment, students engaged in a discussion with guided practice about what they
have learned about grid maps. Answers are recorded on a large KWL chart, in the Learned
section to enhance visual intelligences. Guided practice also occurred to review vocabulary from
the first lesson. After all students have had an opportunity to participate in the discussion, an
activity involving pre-made grid worksheets, the classroom divided into rectangles using yarns
and labels, and materials such as clipboards, pencils, and crayons are used. The activity calls for
students to create symbols of objects in the classroom on their grid worksheets, where they
actually occur, to indicate actual objects found at the coordinates labeled throughout the
classroom. A checklist is used to determine: if students worked throughout the period, if they
could use realistic symbols, and if they could use the symbols correctly for at least three
coordinates in the classroom. Students were given the opportunity to collaborate with other
students for help, and individual attention was given to students who struggled with the concept.
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(After review of this activity, it was noted that half the students could not use the yarn grid
appropriately to give accurate responses. Perhaps this spatial activity was too difficult for seven
to eight years old, or more practice needed to be given.)
For homework students had their choice of activity to follow up the classroom map grid activity.
They could use pre-made grid worksheets, like we used in class, to grid a room in their home and
draw it with symbols and answer a few pre-made questions on the worksheets; or they could use
a world map or globe at home to answer a latitude/longitude worksheet to identify different
countries by plotting their coordinates, and writing briefly about their favorite country and why it
is a favorite, among those identified. This homework choice reflects LG1 whether students
chose to do the easier activity of drawing/plotting a room, or could plot to identify countries on
the latitude/longitude worksheet. By giving students the choice, all learners can be successful
because different learning intelligences are highlighted. Further, technology in the use of
computers can check latitude/longitude homework accurateness, and of course parents may lend
a hand to their child.
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Learning Goal 2:
Students will be able to identify, discuss, and compare landforms with written and symbolic
descriptions. This goal is in alignment with NJCCCS 6.6.2B.1 in social studies which states,
“Students will be able to describe physical features of places and regions on a simple scale”
(State of New Jersey, 2006).
Activities:
Lesson Three:
Activate prior knowledge of landforms by use of song. All students will be given a handout of
the verses to be sung to “America the Beautiful”. After the class sings the song, led by the
teacher, guided practice will begin to see if students can accurately name two landforms
mentioned in the song. All students can be involved in this pre-assessment, as individual student
responses can be evaluated by other learners when they give a thumbs up, down, or sideways if
they are unsure of the answer given. (This checklist revealed that most learners could identify a
mountain and a plain as landforms, even if they only agreed with another student). This is in
alignment with LG2, as the song leads into a discussion about landforms, their identification, and
comparisons.
After the pre-assessment, landforms are discussed with the use of landform and bodies of water
handouts, and pictures and maps are displayed on a projector with a document camera. The
technology helps learners visually because the pictures are magnified and instruction is easier to
implement when pointing out specific symbols, landforms, or bodies of water. During the
discussion, students will be asked to answer a few questions about landforms and their
comparisons through guided practice. Discussion also includes differing landform regions
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throughout North America, and the symbols used on the map. New vocabulary about landforms
and bodies of water is the focus as well, since students will need the terminology to meet this
learning goal. Upon completion of the discussion, students will work independently on a
landform vocabulary worksheet, containing all new words that we reviewed. Clipboards and
pencils are used to complete the worksheet. To assist low ability readers, all questions are read
slowly to the entire class, pausing for student completion between each question. (After
completion and assessment of the papers, most students scored very well, including an ESL
student and several low ability learners.)
As another formative assessment, students gather in groups of three for another activity. Each
student in a group is responsible for at least 4 landform cards that they will use in a matching
game. Index cards, crayons, pencils, and landform worksheets will be used to create two
landform pictures (symbols), and coordinating definitions of those landforms. The landforms
include: hill, island, mountain, plain, plateau, and valley. After the work is complete, all students
in a group will play a matching game with the cards to further internalize the concepts of
landforms and their differences. This activity highlights many learning styles including
cooperative learning groups, kinesthetic strategies, and visual strategies. (All students performed
very well and seemed to enjoy the work).
For homework, students are to complete two worksheets, Identify Land and Water & Color a
Landform Map, independently at home for additional practice to support this learning goal.
Lesson Four:
Further formative assessment of this learning goal is achieved by use of a checklist to see if all
students can identify a landform region on a color coded map handout. All students are given a
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color copy of a landform map, which includes numbers written to describe the sequence of a
journey. All learners are guided along the path by use of a pre-drawn travel line. (All students
were able to follow along and decode the color symbol used for differing landform regions to
accurately give the correct response). This activity stressed comparisons of symbols on a
landform map, as in alignment with LG2.
Learning Goal 3:
Students will write about landforms by using descriptions, including relative locations, in a
sequential order. This is in alignment with NJCCCS 3.2.2D.2 in language arts which states,
“Students will be able to generate ideas and write on topics in forms appropriate to science,
social studies, or other subject areas” (State of New Jersey, 2006).
Activities:
Lesson Four:
Activate prior knowledge by use of technology, a computer and projector, by showing a video
clip of Dora the Explorer and her landform map that shows the way to a party house. Students
are asked to recall and think about the first landform on the map, then the second, then the third.
Students are asked to give a simple definition of the landforms mentioned by use of guided
practice. If the class agreed with an answer given, the students are asked to give a thumbs-up
response. This activity is in alignment with LG3 as sequences of events are reviewed in the
video, as they relate to the identifiable landforms on the map. A checklist was used for this preassessment to see if all students could recall definitions or at least identify those given by other
students, as accurate or not. (Ninety percent of the students could accomplish this, which implies
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that they were ready for more instruction to prepare them to write about landforms in a
sequential order.)
Upon completion of the pre-assessment, formative assessment of this learning goal is achieved
by use of a checklist to see if all students can identify a landform region on a color coded map
handout. All students are given a color copy of a landform map, which includes numbers written
to describe the sequence of a journey. All learners are guided along the path by use of a predrawn travel line. (All students were able to follow along through guided practice to decode the
color symbol used for differing landform regions to accurately give the correct response). This
activity stressed comparisons of symbols on a landform map, as in alignment with LG2, and also
met LG three’s objectives which stress sequence of order.
The final activity in this last lesson called for the creation of a landform “treasure” map that all
students could draw, complete with written directions to the treasure. Materials used included
parchment paper, cardboard patterns of island shapes, pencils, crayons, colored pencils, markers,
pictures of landforms and bodies of water, list of requirements on the whiteboard (rubric), dry
erase marker, scroll bordered paper for writing paper, and a concrete example of a finished
treasure map with written directions to the treasure. The maps are instructed to include at least
three landforms, one body of water, a compass rose with directions N., E., S., W., and a dotted
line to the treasure complete with large X. The written directions to get to the treasure must have
use of directional words that suggest which way to travel, transitional words that let others know
that a change is coming, and sequential directions that resemble the dotted line on the map. This
activity meets many learners’ needs through varied strategies including: visual, kinesthetic,
verbal, logical, and spatial teaching strategies. Individual help was given to those students
having difficulty writing, like an ESL learner, or for those who needed help designing their
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island. (Students enjoyed this activity and were permitted to share their work as they finished,
while other students completed their work. After this post-assessment, all students were
discovered to have at least an adequate command of landforms, maps, and use of directional
descriptions when writing in a sequential order. With 12 points being the target for adequate
command on the rubric (16 points maximum), 11 out of 19 students scored above 12 points and
scored above expectations. Five students scored 12 points, while only three students scored an
11, the lowest score.) This activity aligned well with the learning goal, and was the final
culmination of the unit on maps and their use.
Learning Goal 4:
Students will identify, compare, and differentiate: pictures, symbols, and legends on maps and
diagrams. This is in alignment with NJCCCS 4.4.2A.2 in mathematics which states, “Students
will be able to read, interpret, construct, and analyze displays of data using pictures, tally chart,
pictograph, and Venn diagrams” (State of New Jersey, 2006).
Lesson One:
Activate prior knowledge of any globe use or concepts, symbols, and legends by using a globe
with relief of landforms that students may touch. (Students were very excited to participate as
only a few students ever used a globe before, and approximately 4 out of 5 students could
identify a large country, with directional cues when needed). This pre-assessment was in line
with LG1 and LG4, and indicates that students were ready for further instruction about
geography and ways to locate places on a map grid.
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After the pre-assessment, all students are to work together to assemble a huge floor puzzle of the
United States of America; the pieces are shaped like states and have symbols of state flowers,
birds, and capital names. Students work on the rug and may use laminated maps of the United
States to guide them where the pieces should go. Students are also able to work cooperatively in
pairs as one person holds the laminated map and directs where the other student should place
their piece. (This activity appealed to all learners because it is social and kinesthetic. Although
students ran out of time before the entire puzzle was done, the concepts of interpreting pictures,
symbols, and legends on map and diagrams was demonstrated accurately.) This activity was in
alignment with LG4.
Further assessment called for independent completion of a map grid worksheet called Lincoln
Park Zoo. Materials for this activity include clipboards, Lincoln Park Zoo worksheets, and
pencils. Upon review of maps, an atlas, legends, and symbols, students are given Lincoln Park
Zoo worksheets that contain four questions that ask for identification of coordinates or an
attraction that meets certain coordinates. Guided practice to read the grid on the paper is
modeled for the students, and practice questions using the same worksheet are asked to see if
students can plot and use a grid map. Individual responses and strategies are reviewed to clear
up any misconceptions. (Approximately 70 percent of students could answer all questions
correctly, indicating that more practice needs to be given.) This activity is in alignment with
LG4.
Lesson Four:
Formative assessment of this learning goal is achieved by use of a checklist to see if all students
can identify a landform region on a color coded map handout. All students are given a color
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copy of a landform map, which includes numbers written to describe the sequence of a journey.
All learners are guided along the path by use of a pre-drawn travel line. (All students were able
to follow along through guided practice to decode the color symbol used for differing landform
regions to accurately give the correct response). This activity stressed comparisons of symbols
on a landform map, as in alignment with LG2, and also met LG three’s objectives which stress
sequence of order. Further, it is also in alignment with LG4 because pictures, symbols, and
legends, are used on the map in this activity.
Reference Used:
State of New Jersey. Department of Education. 2006. Academic and Professional Standards.
Retrieved February 25, 2009 from www.nj.gov/njded/cccs
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Design for Instruction Table
Learning Goals
Activity
LG #1
Lesson 1/Day 1
Students will be able to apply map skills
through identification of places on a map grid.
Activate prior knowledge of any globe use or
concepts by using a globe with relief of
landforms that students may touch. Guided
practice occurs when students are asked if they
can find a large country named. (Teacher
notes those who have difficulty.)
After instruction of new vocabulary introduced
through concrete examples of maps, a world
atlas, and street atlas’s, and by reading There’s
a Map on My Lap by Tish Rabe, complete with
pictures, colorful maps, and rhyming lines,
students were given a vocabulary worksheet
that asks students to match the vocabulary to
its definition. This vocabulary is important
because it is used throughout the rest of the
unit on maps; in order for students to use maps
correctly, they will need to know basic
terminology and symbol references.
Lesson 2/Day 2
Activate prior knowledge about maps and map
grids, and the way to plot coordinates by
allowing students to work in pairs, which are
given coordinates of a street in a county atlas.
The pairs must work together, one student
following a number with a finger, and the other
student follows a letter, until their fingers meet
in a square. After which point they should be
able to find the specific street mentioned.
(Teacher notes those with difficulty.)
Students engage in a discussion with guided
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practice about what they have learned about
grid maps. Answers are recorded on a large
KWL chart, in the Learned section to enhance
visual intelligences. Guided practice also
occurs to review vocabulary from the first
lesson. (Teacher notes participation of students
and those with difficulty.)
Activity involving pre-made grid worksheets,
the classroom divided into rectangles using
yarns and labels, and materials such as
clipboards, pencils, and crayons are used. The
activity calls for students to create symbols of
objects in the classroom on their grid
worksheets, where they actually occur, to
indicate actual objects found at the coordinates
labeled throughout the classroom. (A checklist
is used to determine: if students worked
throughout the period, if they could use
realistic symbols, and if they could use the
symbols correctly for at least three coordinates
in the classroom.)
For homework students had their choice of
activity to follow up the classroom map grid
activity. They could use pre-made grid
worksheets, like we used in class, to grid a
room in their home and draw it with symbols
and answer a few pre-made questions on the
worksheets; or they could use a world map or
globe at home to answer a latitude/longitude
worksheet to identify different countries by
plotting their coordinates, and writing briefly
about their favorite country and why it is a
favorite, among those identified.
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LG #2
Students will be able to identify, discuss, and
compare landforms with written and symbolic
descriptions.
Lesson 3/Day 3
Activate prior knowledge of landforms by use
of song. All students will be given a handout
of the verses to be sung to “America the
Beautiful”. After the class sings the song, led
by the teacher, guided practice will begin to
see if students can accurately name two
landforms mentioned in the song. After a
student gives an answer, the rest of the class is
asked to give a thumbs-up if they agree, down
if they disagree, and sideways if they are
unsure. (Teacher notes those who are unsure or
do not agree with correct responses.)
Landforms are discussed with the use of
landform and bodies of water handouts, and
pictures and maps are displayed on a projector
with a document camera. During the
discussion, students will be asked to answer a
few questions about landforms and their
comparisons through guided practice.
Discussion also includes differing landform
regions throughout North America, and the
symbols used on the map. New vocabulary
about landforms and bodies of water is the
focus as well, since students will need the
terminology to meet this learning goal. Upon
completion of the discussion, students will
work independently on a landform vocabulary
worksheet, containing all new words that we
reviewed.
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Students gather in groups of three for another
activity. Each student in a group is responsible
for at least 4 landform cards that they will use
in a matching game. Index cards, crayons,
pencils, and landform worksheets will be used
to create two landform pictures (symbols), and
coordinating definitions of those landforms.
The landforms include: hill, island, mountain,
plain, plateau, and valley. After the work is
complete, all students in a group will play a
matching game with the cards to further
internalize the concepts of landforms and their
differences.
Homework given: students are to complete two
worksheets, Identify Land and Water & Color
a Landform Map, independently at home for
additional practice to support this learning
goal.
Lesson 4/ Day 4
All students are given a color copy of a
landform map, which includes numbers written
to describe the sequence of a journey. All
learners are guided along the path by use of a
pre-drawn travel line. Students are asked to
follow along through guided practice to decode
the color symbol used for differing landform
regions, to accurately give the correct
response. (Teacher notes those who cannot
correctly name the landform region.)
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LG # 3
Lesson 4/ Day 4
Students will write about landforms by using
descriptions, including relative locations, in a
sequential order.
Activate prior knowledge by use of
technology, a computer and projector, by
showing a video clip of Dora the Explorer and
her landform map that shows the way to a
party house. Students are asked to recall and
think about the first landform on the map, then
the second, then the third. Students are asked
to give a simple definition of the landforms
mentioned by use of guided practice. If the
class agreed with an answer given, the students
are asked to give a thumbs-up response.
(Teacher notes those who have difficulty.)
All students are given a color copy of a
landform map, which includes numbers written
to describe the sequence of a journey. All
learners are guided along the path by use of a
pre-drawn travel line. Students are asked to
follow along through guided practice to decode
the color symbol used for differing landform
regions, to accurately give the correct
response. (Teacher notes those who cannot
correctly name the landform region.) This
activity also applies to LG 4.
Creation of a landform “treasure” map that all
students could draw, complete with written
directions to the treasure. Materials used
included parchment paper, cardboard patterns
of island shapes, pencils, crayons, colored
pencils, markers, pictures of landforms and
bodies of water, list of requirements on the
whiteboard (rubric), dry erase marker, scroll
bordered paper for writing paper, and a
concrete example of a finished treasure map
with written directions to the treasure. The
maps are instructed to include at least three
landforms, one body of water, a compass rose
with directions N.E.S.W., and a dotted line to
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the treasure complete with large X. The
written directions to get to the treasure must
have use of directional words that suggest
which way to travel, transitional words that let
others know that a change is coming, and
sequential directions that resemble the dotted
line on the map.
LG # 4
Lesson 1/ Day 1
Activate prior knowledge of any globe use or
Students will identify, compare, and
concepts by using a globe with relief of
differentiate: pictures, symbols, and legends on
landforms that students may touch. Guided
maps and diagrams.
practice occurs when students are asked if they
can find a large country named. (Teacher
notes those who have difficulty.) This activity
is also used for LG 1.
Students are to work together to assemble a
huge floor puzzle of the United States of
America; the pieces are shaped like states and
have symbols of state flowers, birds, and
capital names. Students work on the rug and
may use laminated maps of the United States
to guide them where the pieces should go.
Students are also able to work cooperatively in
pairs as one person holds the laminated map
and directs where the other student should
place their piece. (Teacher notes those who do
not participate and those having difficulty.)
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Independent completion of a map grid
worksheet called Lincoln Park Zoo. Materials
for this activity include clipboards, Lincoln
Park Zoo worksheets, and pencils. Upon
review of maps, an atlas, legends, and
symbols, students are given Lincoln Park Zoo
worksheets that contain four questions that ask
for identification of coordinates or an
attraction that meets certain coordinates.
Guided practice to read the grid on the paper is
modeled for the students, and practice
questions using the same worksheet are asked
to see if students can plot and use a grid map.
Individual responses and strategies are
reviewed to clear up any misconceptions.
Lesson 4/ Day 4
All students are given a color copy of a
landform map, which includes numbers written
to describe the sequence of a journey. All
learners are guided along the path by use of a
pre-drawn travel line. Students are asked to
follow along through guided practice to decode
the color symbol used for differing landform
regions, to accurately give the correct
response. (Teacher notes those who cannot
correctly name the landform region.) This
activity also applies to LG 3.
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Instructional Decision Making
Occasionally teachers must make modifications to their lessons in order to meet the needs
of specific learners who may have learning, behavioral, or physical disabilities, or for gifted
learners who need an extra challenge, or for those who do not have an adequate command of
English to perform or finish work within the time allotted. One such learner I had the
opportunity to work with, Jasmine, is an E.S.L. student from a Latino ethnicity. Jasmine can
understand spoken English much better than reading it, and her writing resembles that of
Kindergarten work. However, she is also resourceful, asking questions to spell new words, and
using environmental print found in the classroom as reminders for familiar words. In most cases
she writes using a combination of invented spelling and conventional spelling, but such efforts
take longer than the typical learner. While implementing lesson three of the unit which
addresses learning goal two, I noticed that Jasmine was having difficulty keeping up with an
activity. The students were to make picture/definition landform cards. Each student was
expected to use a total of four cards, two for definitions and two for illustrations. Jasmine’s
problem was the writing portion of the work. Even though the definitions were short and used
words that second graders could write, Jasmine struggled to get one set done.
At that point I decided that Jasmine could make one set since her completed work, one
set of cards, met the learning goal: Students will be able to identify, discuss, and compare
landforms with written and symbolic descriptions. Since she was doing a part of the group work,
another student who was already done with his, eagerly agreed to make another set. This
arrangement satisfied both students and met their needs.
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Based on this modification, another similar one would now need to be implemented for
an activity in the fourth lesson as well. The fourth lesson addressed learning goal three which
states: Students will write about landforms by using descriptions, including relative locations, in
a sequential order. This learning goal is similar to a part of learning goal two: comparing
landforms with written descriptions. From lesson three I already knew that Jasmine would have
a difficult time keeping up with the directional writing portion of the treasure map activity.
There was a visual element students were to create that included landforms, bodies of water, and
a dotted line to a huge X to mark the treasure. This she did very well and with understanding of
all directions. However, when it came to writing directions using relative locations and
directions in a sequential order, she could barely get started. Before the lesson started, I decided
that I would help her write a few of her sentences by asking her to tell me exactly what she
wanted to say, and then writing the same words above the line so that she could copy it. As time
went on however, I needed to write out all lines with the exception of the first and last lines for
her. I hadn’t planned on writing out that much, but to make her do more would only serve to
frustrate her and stop altogether. I know that if she was copying her own words, she may even
recall the words she wrote down more easily. More importantly, she demonstrated knowledge of
using directional and relative locations in the order in which they occurred on the map.
Another student that needed modification during lesson one is named Jake. Jake exhibits
signs of Attention Deficit Hyperactivity Disorder, although he has not been tested due to parental
preferences. Jake is never content to do one thing too long, and this behavior showed up during
an activity that required students to complete a vocabulary worksheet independently. This
worksheet was important because the vocabulary chosen needed to be assimilated cognitively, in
order for students to understand other activities. Even though we thoroughly reviewed the
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vocabulary, he could not finish the work. He seemed more interested in anything else, his pencil,
and the kid next to him, whatever. I’ve observed this behavior on many other occasions as well,
including when my cooperating teacher gave lessons. This is not to say that he lacks
intelligence, far from it. When he chooses to participate in something he usually has the correct
responses and understands directions.
I recalled working with teachers that taught students with behavioral problems. The one
most important thing I can remember working, for both the student and the teacher, is
implementing the use of more than one choice for an assessment. Meaning the student can
choose what they wish to do, based on two or more selections provided by the teacher. I think
giving students choices for performance of learning goals makes them feel more confident about
the assignment and gives them a sense of control, when other parts of their lives may feel out-ofcontrol.
The learning goal for lesson one states: students will be able to apply map skills through
identification of places on a map grid. To help Jake along, I chose to review all answers on the
vocabulary worksheet with the class after it was completed. I told the students that they could
make corrections on the worksheet if they made any mistakes. When I collected the work I
could see that Jake made a few corrections, but still did not correct them all. My analysis of this
was that he needed more choices in future assignments. As a result, when it came time for a postassessment of this learning goal during lesson two, I gave students the option to make a map grid
of their room at home, or use a world map and plot longitude and latitude coordinates to find
countries and then write about one of them and why it was preferred amongst the others. Jake
chose to plot longitude and latitude lines and did very well, proving that he could apply map
skills through identification of places on a map grid. I also remembered to use a variety of
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techniques that stressed different intelligences, on all future assessment in order to engage Jake
and other similar students more fully. Individual choices made by the students was also
emphasized in lesson three and four during landform vocabulary cards and the making of a
treasure map with a choice of the landforms or bodies of water to represent. In both assessments
in lesson three and four, Jake did very well and was able to stay on task for the most part.
Giving children choices is so critical to successful learning, and Jake helped me to remember
that.