educ 490 brandis teacher candidate clinical work sample

EDUC 490 Brandis Teacher Candidate

Clinical Work Sample Template 2009-2010

Teacher Candidate Identification

Teacher Candidate Identification

Teacher Candidate's Last Name: Wilson Teacher Candidate's First Name: Sasha

Teacher Candidate's Middle Name: K. Student ID (last 4 digits of your Social Security Number): 8841

Major or Degree Program: Early Childhood Education Semester: Spring

Year: 2010

Evaluation Cycle: X Initial _____ Final

Directed Teaching Assignment Information

Cooperating Teacher: K. Williams School District: Florence County School District 1

School: Theodore Lester Elementary School Grade level(s)/Subject area(s): 2nd grade/Math, Science, ELA,

Social Studies Grade level(s)/Subject area(s) for this unit: 2nd grade/ ELA

Grade level(s) / Subject area(s) ( From LRP)

TCWS Unit Information

The unit is a 2 week unit on reading comprehension as a part of the ELA

subject. The students will be building reading comprehension through using various graphic organizers that help break apart the important content for

understanding. The graphic organizers that will be used consists of story maps, prediction charts, and cause and effect charts. There are four

objectives relating to reading comprehension and one objective relating more to vocabulary/grammar building. When the students

build their vocabulary it enables them to read more fluently. Reading with fluency also helps build reading comprehension. The unit is based on the

CAD (curriculum alignment document). It is also comprised of two stories

from the students' literature textbook. The two stories are Pumpkin Fiesta and The Day Jimmy's Boa Ate the Wash .

Dates of unit (must be a full 2-weeks in length)

From: 2/15/10

To: 2/26/10

Total number of lessons in unit: 8

TCWS Section I: Unit Topic or Title

Unit Topic or Title (from the LRP, key element 1.c)

Unit Topic or Title:

Building Comprehension (Using the two stories Pumpkin Fiesta and The Day Jimmy's Boa Ate

the Wash)

Overall description of the unit:

The unit is a 2 week unit on reading comprehension as a part of the ELA subject. The students

will be building reading comprehension through using various graphic organizers that help break

apart the important content for understanding. The graphic organizers that will be used

consists of story maps, prediction charts, and cause and effect charts. There are four objectives

relating to reading comprehension and one objective relating more to vocabulary/grammar

building. When the students build their vocabulary it enables them to read more fluently.

Reading with fluency also helps build reading comprehension. The unit is based on the CAD

(curriculum alignment document). It is also comprised of two stories from the students' literature

textbook. The two stories are Pumpkin Fiesta and The Day Jimmy's Boa Ate the Wash .

Types of experiences you will provide for your students:

The students will have hands on, visual, and auditory experiences throughout this unit. They

will also have authentic experiences to help make learning more engaging. SMARTboard

interactives allow the students to have those hands on, visual, and auditory experiences as they

match causes and effects or fill in the prediction chart. Students will be able to use their own

experiences to help understand cause and effects in writing. The students will have opportunities

to work in groups during guided practice in some of the lessons. According to Vygotsky, social

interaction is necessary in learning.

Explain where this unit falls in terms of the total instruction for this

subject. What experiences have your students already had that will prepare them for this unit of study?

In terms of the total instruction for this subject this unit will fall in at about 65% of the content

that is to be learned for the subject. The students will already have already had experiences

in reading and inquiry from the 1st and 2nd nine weeks . Having inquiry skills is necessary for

the development of the subject. Experience in reading is necessary to deepen reading

comprehension skills which is our focus in this unit of study. The unit of study involves the use

and recognition of cause and effect, sequencing, characters, suffixes, story plots, and ability to

predict and confirm. Students would need to have had experiences in filling in graphic

organizers to prepare them for this unit of study.

TCWS Section II: Contextual Factors: The Teaching and

Learning Connection with Diverse Populations/Poverty

(from the LRP, key element 1.A)

Contextual Factors Relevant to THIS Class and THIS Subject

Community, district, AND school factor s and how these will be taken into consideration during planning and instruction :

Geographic location and implications:

Theodore Lester Elementary is located at 3501 East Palmetto St. in Florence, SC. The school is conveniently located right next to a police

department and right down the street from McLeod Health Regional Center. There are also a few gas stations and a grocery store within

walking distance of the school. Francis Marion University, a flea market, and the airport are located right down the street from the

school as well.

I gathered this information through observation. This data shows that

there are a lot of different places that could provide a variety of resources to Lester Elementary. For example, the hospital offers

services to help families with healthcare. The flea market has so many unique things that can be purchased at a bargain price for the students

to inquire about or to help enhance the school environment. In terms of the subject for this work sample, this data shows the different

places that the students can relate to in the lessons. Based on that, I will need to use the resources that they provide as well as use these

different places to help build on to the background knowledge that the students already have. For example, I can get books from the flea

market that relate to the skill we will be learning in reading our main text of the week. I could also help build other ELA skills while having

students write to the children who are in the hospital for extended

periods of time. Francis Marion has organizations that I could have come and tutor the students on the ELA skills addressed in this work

sample. Some of the organizations at Francis Marion University

consists of greek lettered fraternities and sororities and non greek

organizations such as the Dimensions of Diversity dance team and a few other organizations. All of the organizations do some type of

community service so it is easy to select one to help in what area the students may need help in.

Community and School Population and implications:

According to census.gov, Florence estimate population size for 2008 was abound 132,800. 24.8% of that number are people under the age

of 18. 52% of that number are women. 40.9% of that number are African Americans. Based on this information I can assume that at

least half of my class may be living in a single parent home. The school population consists of 405 students ranging from kindergarten

to 6th grade.

I gathered this information through www.census.gov and through the website http://www.fsd1.org/lester . This data shows that the community

and school population size. In relation to the subject for this work

sample, the information about the community and school population shows the many opportunities for the students to get involved in their

community and for me to have more background knowledge on both the school and community in order to build successful partnerships .

For example, the students that participated in the science fair will get their projects judged by a qualified member of the community.

Connecting the two would form a bond that could help enhance the student's learning experience. Based on the data provided, I will need

to keep my students involved in the various community involvement

opportunities.

Socio-economic profile and implications:

Based on the 2008 school report card, there are 169 students having subsidized meals. This does not include grade levels K-2 because the

school report card data mostly comes from the PACT/PASS testing

results that begin with grade level 3 and end with grade level 6.

I gathered this information through the website ( http://www.fsd1.org/Schools/lester/lester.htm ). This data shows

that not even half of the student population are eligible for subsidized meals. It also shows that over half of the parents of the students earn

an income that does not place them in a category of poverty. Parents must apply in order for the children to receive subsidized meals and it

appears that over half of the parents are not eligible. Based on that, I

http://www.census.gov/

http://www.fsd1.org/lester

http://www.fsd1.org/Schools/lester/lester.htm

will need to ensure that the students are getting adequate meals and

nutrients to be successful in the classroom. Although parents may not be eligible by the criteria for the subsidized meals, they may also not

be financially capable to purchase school lunch for their children everyday. This relates to the unit on reading comprehension because

students need a balanced meal daily in order to do perform well academically. If the students do not have a balanced meal daily I

cannot expect them to concentrate in order to build reading comprehension skills. For example, I can keep snacks in the

classroom so that if my student did not eat at home and came to late for breakfast, they can still have something to eat until lunch.

Race/ethnicity and implications:

Based on the 2008 school report card, there are 149 African American students, 46 Caucasian students, 1 Asian/Pacific Islander student, and

6 Hispanic students. Again, this data is only for grades 3-6 and does not include K-2.

I gathered this information through the website

( http://www.fsd1.org/Schools/lester/lester.htm ). This data shows that the

majority of the students at the school are African American. There are only 3 other

ethnic backgrounds represented and the numbers are small. Based on that, I will need to

expose my students to more diversity in the lessons. For example, b oth of the stories

being read are of characters with different ethnic backgrounds than the students. The

story Pumpkin Fiesta shows an hispanic background. The Day Jimmy's Boa Ate the

Wash shows caucasian characters that are have a slightly different life style because of

where they live.

Classroom factors and how these will be taken into consideration during

planning and instruction :

Physical features and implications:

There are 14 desks arranged in groups of 3 to 4. There are 3

computers and 1 laptop available for student usage. The classroom has a SMARTboard as well as a regular dry erase board. A literacy

center of books, dictionaries, and thesauruses is available in the classroom as well. There is a sink, VCR, TV, microwave, refrigerator,

filing cabinets, book shelves, and a teacher work table to assist in classroom operations.

I gathered this information through observation. This data shows the type of environment available that influence students learning in the

class. Based on that, I will need to make sure that I take advantage


of these different features to maximize learning in the classroom. For

example, arranging the desks in groups allows the children to interact with one another to discuss readings and other information being

taught in class. Vygotsky informs us of the importance of having this social interaction.

Availability of equipment and resources (especially technology) and

implications:

The technology lab provides flashmasters (electronic math game)

and laptops for student usage in the classroom. There is also a poster maker machine in the technology lab for teacher usage. The teacher

resource room contains a laminating machine, dye cut machines and designs, construction paper, and other types of paper that can be

used. Again, there are three computers, a laptop, the SMARTboard, a TV, and a VCR to enhance learning.

I gathered this information through observation. This data shows the

different equipment and resources available in the classroom and for

the classroom. Based on that, I can take advantage of these equipment and resources to help maximize learning in the

classroom. For example, I can have the students type and print their writings on what we will read in the ELA unit for this work sample.

Extent of parental involvement and implications:

Parents are as involved as requested. The parents are allowed to visit and observe classroom operation. Parents are often asked to

chaperone field trips and to provide materials for students to use in class.

I gathered this information from my cooperating teacher. This data

shows that parent involvement has to be requested. Based on that, I will have to let parents know what types of things I will need their

involvement with. I will create a list of volunteer opportunities for parents. I will have the list posted on the webpage as well as sent

home. I could ask parents what type of things they are good at or

where they work at so that when we needed their skill or knowledge, we will have someone we know.

Student Characteristics and how these will be taken into consideration

during planning and instruction :

Age and implications:

I have 14 students between 7 and 8 years of age.

I gathered this information from the cooperating teacher. This data

shows that the students are at a very impressionable age. Based on this, I need to make sure that I am catching those teachable moments

and making sure the lessons are developmentally appropriate. For example, if I am teaching about the setting of the story in the unit and

a student asks about where a place is, that is a teachable moment. It is easy to pull up a map on the SMARTboard or actually to just grab

one of the globes in the classroom to show the students where a place is. I could teach more on the setting but if I get too far ahead of the

students to where I lose their interest then I may have gone beyond their developmental level. They also could have just lost interest

because I have answered their question and that is all they wanted.

Gender and implications:

There are 9 male students and 6 female students. Gender impacts

students learning of the ELA subject area as different genders are generally interested in reading different types of materials. It seems

as if females are more likely to read any type of book while

males have certain types of books that they will and will not read. For example, the male students in the class will most likely not take

interest in a story about Cinderella. Gender also impacts the way students view stories. For example, if they were to read a story

on Cinderella they may look for male components versus focusing on Cinderella.

I gathered information from my cooperating teacher. This data shows

that gender does impact student learning. Based on that, I will need to take gender into consideration when creating the lessons. I need

to make sure that the stories we are reading are not all female stories

and not all male stories. Generally young girls will read any type of story, but it is hard to get a boy to read stories about princesses. I

also would not want to have gender competition in the lessons because the girls may feel at a disadvantage because their are so

many boys.

Race/ethnicity/culture and implications:

All 15 of the students are African American. Ethnic Background

impacts students learning of ELA because students of different ethnic backgrounds may be exposed to different reading materials as well as

language. Based on the 2008 school report card, there are 149 African American students, 46 Caucasian students, 1 Asian/Pacific

Islander student, and 6 Hispanic students. Again, this data is only for grades 3-6 and does not include K-2.

I gathered this information through the website

( http://www.fsd1.org/Schools/lester/lester.htm ). This data shows that the

majority of the students at the school are African American. There are only 3 other

ethnic backgrounds represented and the numbers are small. Based on that, I will need to

expose my students to more diversity in the lessons. For example, both of the stories

being read are of characters with different ethnic backgrounds than the students. The

story Pumpkin Fiesta shows an hispanic background. The Day Jimmy's Boa Ate the

Wash shows caucasian characters that are have a slightly different life style because of

where they live.

Special needs and implications:

3 of the students have special needs (2 with Autism and 1 with a learning disability in math) Special Needs students impact student

learning of ELA because they are often placed with high developmental leveled students to assist them in reading comprehension.

I gathered this information from the cooperating teacher. This data

shows that there are specific needs to be met in this class. Based on that, I will need to accommodate these students' needs. This may

include but is not limited to, reading the stories aloud to the students and placing them near the front where there are hardly any

distractions. The students are placed in groups with the higher leveled

students who can assist them. For example, if they are reading the story in a group and one of the special needs students does not know

a word, the higher level reading student can help them if I am unable to.

Issues related to Poverty and implications:

Children's developing characteristics and needs influence each other in a positive way when their needs are being met in order for their

developing characteristics to enhance. For instance, if a child is able to have an adequate breakfast, they will be able to focus and pay

attention during morning instruction. Children's developing


characteristics and needs influence each other in a negative way when

the students' needs are not being met.

I gathered information through previous research on children of poverty. I have prior knowledge on children of poverty as well as

experience from working with and being a child of poverty. This data shows that these children have unique needs that must be met in

order to succeed in the lessons that will be taught. Based on that, I will need to make sure that the students' needs are being met and

that I am building the necessary background knowledge for the student to learn what is being taught. For example, if a child is

having a rough day and has not been greeted warmly by the teacher,

the student may cause disruptions for attention throughout the day. The students' emotional needs are not met so the student acts out and

is often not attentive to instruction. Children living in poverty have developing characteristics and needs that are impacted by various

things. A lot of their needs often go unmet and it stifles some of their developing characteristics in similar situations as the ones previously

mentioned.

Achievement/developmental levels and implications:

(The score indicates the student scored greater than that percentage

of students nationally in the same grade.) 7 of the students are of low rank. (Percentile Rank 40% or below) 5 of the students are of middle

rank. (Percentile Rank 41% - 60%) 3 of the students are of high rank. (Percentile Rank 61% or higher) Ability and Developmental Levels

impact students learning of ELA because it lets the teacher know what areas need to be more developed and which areas the students have

mastered. (See sample Star Reading Report)

I gathered this information from the star reading report attached.

This data shows that the students are on different reading comprehension levels. Based on that, I will need to set up small

groups and make sure that the lessons are developmentally appropriate. The students will be placed in three groups of above

level, middle level, and below level reading groups. There are reading level small group books to go with each of the two stories in this unit.

Breaking the students up into the small groups to read the stories will help them build reading comprehension as I question them and guide

them in reading.

Interests and implications:

8 of the students are interested in sports (jump rope, swim, basketball, baseball, football). 2 of the students are interested

in building. 3 of the students are interested in the Wii game. 2 of the

students are interested in games on laptops/computers. Interests impact

students learning of ELA because it informs the teacher of what the students are interested in. Once you know what the students

are interested in, you can incorporate their interest into the lessons by reading stories that contain their interests so that they can get better

comprehension of different stories. (See sample student interest

cards)

I gathered this information from student interests cards created by myself. This data shows what interests the students. Based on that, I

will need to incorporate these interests in the lessons. Knowing what interests the students will allow me to connect relevance and purpose

to the lesson on a level that will engage the students. For example, I know that the students are interested in sports, I can relate things

from the stories to sports. I could also have the students research things from the stories on the computer or have them do skill building

activities on the internet.

Learning styles/modalities and implications: Learning styles:

7 of the students are visual learners.

3 of the students are auditory learners.

5 of the students are kinesthetic learners.

Learning styles impact students learning of ELA because it informs the teacher of how the students learn. When you know how the students

learn, you can plan lessons that will accommodate the learning styles to enhance comprehension of different stories. (See sample learning

styles inventory)

I gathered this information through a learning styles inventory test

that I administered to the students. This data shows that half of the students are visual learners, however, there is still a mixture of the

three learning styles to accommodate. Based on that, I will have to accommodate and include strategies to address the various learning

styles of the students. For example, I will have students follow along with either their finger or a pointer as I read aloud the stories. This

addresses all three learning styles because they are using their hands

to follow along, they are listening to the story being read, and they are looking at the words on the pages.

Students' skills and prior knowledge relevant to unit objectives

and implications:

Students should have skills and prior knowledge on interpreting

graphic organizers, knowledge of base words and inflecfional endings, and concepts about print. These are skills and knowledge acquired in

1st grade that are needed to build upon during the lessons. Because all of the students are in the 2nd grade it is assumed that they have

these skills and knowledge.

I gathered this information from the SC ELA Standards. This data shows that all of the students have the skills and prior knowledge

relevant to the unit objectives because they passed 1st grade. Based on that, I am able to proceed with the lessons I have planned. I will

use the appropriate literature text for 2nd grade. I will review the

skills from first grade as a reminder before building on it at the 2nd grade level. For example, a student may not have done anything with

reading comprehension during the school break so they may not remember any of the skills from first grade until they have been

reminded.

Reflect on the contextual Factors:

Why is it important to determine and consider the unique characteristics of

the students that you teach BEFORE beginning the instruction? How does this demonstrate that you care about them as a class and as individuals?

It is important to determine and consider the unique characteristics before

instruction because it sets the foundation for instruction as it provides so much background as well as current information on students. Teachers are

never instructing students who are all , the same so the information helps teachers to reach each student for successful learning. Student

information provides me with the students' ability level on the content, their

ethnic background and gender, their learning styles and interests. Knowledge of these different factors will help me to create engaging lessons

and will differentiate instruction for the students. All of these different factors are of primary importance because if you can relate the content to

the students, it will engage them and they will learn. I can use it to ensure that I am addressing students' learning styles, to use developing materials,

to use appropriate objectives, to form groups, and to choose reading

materials. I can show that I care about my students by being confident

while teaching them. I become confident by knowing the contextual factors information and by knowing about the content I am teaching. I also show

that I care about my students by being prepared and taking their interest into consideration. For example, as I teach reading comprehension I have all of the lesson materials and am able to begin and end on time.

Comments/Other relevant information for Section II:

List Attachments for Section II here:

Sample learning styles inventory(scan0002.jpg), samples of interest

cards(scan0005.jpg), sample Star Reading report(scan0004.jpg), SC ELA

Standards

Attachments

ELA_Standards.doc

scan0005.jpg

scan0002.jpg

scan0004.jpg

TCWS Section III, Part A: Major Unit Objectives

Section III, Part A: Unit Plan

Part A: Major Unit Objectives (Key element 2.A)

Describe the major objectives of the unit (MAXIMUM OF 5) and their

correlated standards or expectations in the table below.

Unit Objectives

(Key element 2.A)

Correlated Standards and Justification of alignment (give identify standard numbers and corresponding words)

1. Unit Objective: Students will be able to

predict, revise, and confirm the events of the

given literary text.

Description: Using a prediction chart, the

students will predict what will happen a story

from doing a picture walk. The students will

revise and confirm predictions post reading

the story. The students will complete the chart

on both stories for the two weeks ( Pumpkin

Fiesta and The Day Jimmy's Boa Ate the

Wash) .

Standard: 2-1.2 Analyze a given literary text to make,

revise, and confirm predictions.

Justification: The objective is based on the standard.

Both deal with reading comprehension. Students have to

do exactly what the objective states. For example, they

must make predictions, revisions and confirmations on

the two stories.


analyze the given literary text using a story

map.

Description: Using a story map, the students

will tell the characters, setting, plot, events, and

solution of a story. The students will complete the

story map for both stories for the two weeks

( Pumpkin Fiesta and The Day Jimmy's Boa Ate

the Wash).

Standard: 2-2.6 Use graphic features as sources of

information.




must complete the different sections correctly in order to

meet this objective.

http://departments.fmarion.edu/education/NCATE/Exhibits/Standard1/Required%20Exhibits/RE5/EDUC490ELAStandards.pdf

http://departments.fmarion.edu/education/NCATE/Exhibits/Standard1/Required%20Exhibits/RE5/EDUC490scan0005.jpg



Unit Objectives

(Key element 2.A)

Correlated Standards and Justification of alignment (give identify standard numbers and corresponding words)


analyze the given literary text using a cause

and effect chart.

Description: Using the cause and effect chart

will help the students look at the important parts of

the story to build reading comprehension The

students will complete the cause and effect chart

on both stories for the two weeks ( Pumpkin

Fiesta and The Day Jimmy's Boa Ate the Wash).

Standard: 2-2.6 Use graphic features as sources of

information.




must complete all of the parts of the cause and effect

chart in order to meet this objective.


identify suffixes.

Description: Using the vocabulary of the

given text as well as other spelling words, the

students will learn about suffixes and wil identify

them. The students will match suffixes to the

appropriate words.

Standard: 2-3.2 Construct meaning through a knowledge

of base words, prefixes and suffixes in context.




must find be able to identify suffixes in the reading.

Reflect on the unit objectives (Key Element 2.A): How did you craft these objectives so that

the students understand both the objectives and their relevance?

All of these objectives were crafted to help build reading comprehension. The students seem to

struggle with reading comprehension , so the objectives address ways of breaking down what

we are studying in reading to help students to construct meaning. The objectives are often

relayed to the students in simple ways that relate to what they are interested in. When I tell

students my expectations and when I am concluding each lesson, I say the objectives in a way

that the students understand both the objectives and their relevance. For example with the first

objective I will tell the students that I expect them to make predictions about what we are

reading then they will go back and make predictions about the story . When they make

predictions, revise, and confirm them, it helps build reading comprehension because it breaks a

story down to the main parts so that the students can have understanding . When they have

better reading comprehension skills, they can read and understand more of what they like (See

interest cards). For example, if they like baseball they can read more in depth about it if they

can read and comprehend the basic stories we read in class.

Comments/Other relevant information for Section III, Part A:

List Attachments for Section III, Part A here:

Sample interest cards (image0002)

Attachments

scan0002.jpg


TCWS Section III, Part B: Assessment Plan (key elements

3.A and 3.C)

Section III, Part B: Assessment Plan (Key Elements 3.A & 3.C)

Table 1: List all key unit assessments.

Key Unit

Assessments/ Brief

Description

(Key Element 3.A)

Special Accommodations

based on Contextual

Factors

(Key element 3.A)

Type of Assessment (Check one for each assessment)

Teacher-Made Commercially

Available

Pretest: Teacher-created

Test

Overall Description: The pre-

assessment was given as a

formal assessment. It was an

assessment teacher created

(See Test Attached). I thought

it would be appropriate for the

children to use. The

assessment tested on

vocabulary (suffixes) and

reading comprehension.

The questions will

need to be read to the

special needs students

to ensure that they are

reading the questions

to put the correct

response.

X

Other(s) for Objective

#1: Prediction Chart

Description of each: Students

will complete a prediction

chart on the first and second

story. The prediction chart is

set up like a KWL chart with

the three columns: 1 for

prediction, 1 for revision, and

1 for confirmation.

The questions will





to put the correct

response.

X

Other(s) for Objective #2:

Story Map

Description of each: Students

will complete a story map.

The story map consists of: the

title, setting, characters, plot,

events, and

solution/conclusion. The

students will need to correctly

answer each category.

Because it consists of short

answers the students will not

all have the answers written

the same way.

The questions will





to put the correct

response. X

Key Unit

Assessments/ Brief

Description

(Key Element 3.A)

Special Accommodations

based on Contextual

Factors

(Key element 3.A)

Type of Assessment (Check one for each assessment)

Teacher-Made Commercially

Available

Other(s) for Objective

#3: Cause and Effect Chart

Description of each: The

students will complete a sheet

on cause and effect. The sheet

has two columns, 1 for causes

in the story and 1 for effects in

the story. The students have to

write each cause and the

matching effect with it.

The questions will





to put the correct

response.

X

Other(s) for Objective #4:

Find the Suffix Sheet

Description of each: The

students will complete a sheet

on suffixes. The sheet consists

of adding the correct suffix on

to the words.

The questions will





to put the correct

response.

X

Posttest: Teacher-Created

test

Description: The post test was

also given as a formal

assessment. The post test had

the same information as the

pre test but was put in a

slightly different format

because the pre test's format

seemed to be inappropriate for

the children. The pre test

format confused them. The

post assessment was composed

of 19 questions: 15 multiple

choice and 4 matching.

The questions will





to put the correct

response. X

Table 2: Pre- and Post-assessment information and evaluation criteria.

Assessments

(Key element 3.A)

Specific Evaluation Criteria

(Key element 3.C)

Unit Objective 1 corresponding Pre-Assessment(s) item #s: 9, 10,

11

I expect students to get 3/3 correct in order to show mastery

in this portion of the test. Anything below 3 points is

failing.

Unit Objective 1 corresponding Post-

Assessment(s) item #s: 9, 10

I expect students to get 2/2

correct in order to show mastery in this portion of the

test. Anything below 2 points is failing.

Unit Objective 2 corresponding Pre-Assessment(s) item #s: 12, 13, 14, 15,

16, 17, 18

Students are expected to get 6/6 correct in order to show

mastery in this portion of the test. 5/6 points= 83% or

C. Anything below 5 points is

failing.

Unit Objective 2 corresponding Post-

Assessment(s) item #s: 11, 12, 13, 14, 15

Students are expected to get 4/4

correct in order to show mastery in this portion of the test. 3/4

points = 75% or D. Anything below 3 points is failing.

Unit Objective 3 corresponding Pre-

Assessment(s) item #s: 1, 2, 3, 4 on the third page of the test.

Students are expected to get 4/4

correct in order to show mastery in this portion of the test. 3/4

points=75% or D. Anything below 3 points is failing.

Unit Objective 3 corresponding Post-Assessment(s) item #s: 1, 2, 3, 4 on

the third page of the test.

Students are expected to get 4/4 correct in order to show mastery

in this portion of the test. 3/4 points=75% or D. Anything

below 3 points is failing.

Assessments

(Key element 3.A)

Specific Evaluation Criteria

(Key element 3.C)

Unit Objective 4 corresponding Pre-

Assessment(s) item #s: 1, 2, 3, 4, 5, 6, 7, 8 on the first page of the test.

Students are expected to get 8/8 correct in

order to show mastery in this portion of

the test. 7/8 points =88% B. 6/8 points=

75%D. Anything below 6 points is

failing.

Unit Objective 4 corresponding Post-Assessment(s) item #s: 1, 2, 3, 4, 5,

6, 7, 8 on the first page of the test.

Students are expected to get 8/8 correct in

order to show mastery in this portion of

the test. 7/8 points =88% B. 6/8 points=

75%D. Anything below 6 points is

failing.

Reflect on the unit assessments (Key Element 3.A): How did you determine that your unit assessments are valid and reliable for all students?

I determined that my unit assessments were valid and reliable for all students through looking at other forms of assessments that the

students had used. I found that they were valid and reliable because I created the assessment based on the content and

skill s that would be taught throughout the unit. The other unit assessments such as vocabulary building and reading

comprehension are assessments that have been used often throughout different 2nd grade classes within Florence District 1. I

gathered this information from using the district CAD. If all of the 2nd grade classes are using the CAD to form instruction then we should

generally be using the same type of assessments . Reflect on the summative feedback (Key Element 3.C): How did

you determine the relationship between student performance data and

the grades (or other performance indicators) that you assigned to the students?

I determined the relationship between the prfeormance data and the grades based on the grading policy already in place which is based

on a 100 point scale. For this assessment, the number of correct responses were divided by the total number of questions and

multiplied by 100 in order to determine the grade. Students who did well with an 85 or higher score would earn a B or an A. Students who

"failed" with a 69 or below would earn an F. Students would need to go get a 70 or higher to pass the assessment but if the student made

a 70 on the pretest, they need to show growth from the pretest to the post test by earning a higher grade.

Comments/Other relevant information for Section III, Part B:

List Attachments for Section II, Part B here:

TCWS Section III, Part C: Pre-Assessment Results

Section III, Part C: Pre-Assessment Results

• Table (displaying pre-assessment results broken down for EACH

student for EACH unit objective):

Table 1 – Results student by student and objective by objective for the pretest ( entire

class ). The numbers show how many points were earned per student per objective. Students

could earn 3 points for the 1st objective, 7 points for the 2nd objective, 4 points, for the 3rd

objective, 8 points for the 4th objective, and 22 points total for the whole assessment.

Student # Objective

#1 (3pts)

Objective

#2 (7pts)

Objective

#3 (4pts)

Objective

#4 (8pts)

Total 22pts

2 1 3 4 0 8

3 1 2 2 7 12

4 1 1 2 0 4

5 1 5 4 7 17

6 3 5 2 8 18

7 0 0 2 0 2

8 2 6 4 4 16

9 1 2 4 4 11

10 1 3 2 2 8

11 3 4 2 0 9

12 3 4 2 4 13

13 1 4 4 1 10

14 0 5 2 0 7

16 2 4 1 4 11

Summary of pre-assessment results:

This table displays the class results from teh pre-test on the unit. The

assessment was a formal pencil and paper type of test composed of 22 questions. The 22 questions were derived from the four objectives in the

unit plan. For the first objective, 3/14 students obtained at least 3 out of the 3 points allotted for this objective on the test. For the second objective,

4/14 students obtained at least 5 or more out of the 7 points allotted for this objective on the test. For the third objective, 5/14 students obtained at

least 4 out of the 4 points allotted for this objective on the test. For the fourth objective, 3/14 students obtained at least 7 or more out of the 8

points alloted for this objective on the test.

• Implications of these results on the unit instruction:

I gathered this information through the pre-test results. This data shows that more students obtained higher points on the 3rd objective than any

other objectives. This could be because the students had prior knowledge

of the skill for that objective. More than half of the class failed each objective. The majority of students failed each objective because this was a

pre test of their knowledge on the content and skill. If the students passed all of the objectives on the pre test then there would not be a need for these

objectives in this unit. Based on this information, I will need to be sure that each of my students are learning in each of these areas. I will do this

by having the students peform the objectives for this unit. Because the objectives are based on the standards it is important that the students are

able to perform them.

Reflect on the analysis of student performance (Key Element 3.B): How did you analyze your assessment data for formative

purposes in order to (1) increase your understanding of individual students’ strengths and weaknesses and (2) determine specific aspects of instruction that need to be modified?

I analyzed the assessment data by looking at the amount of points earned per objective

for each child. Specific aspects of instruction that need to be modified include physical

classroom space and arrangement . I will be sure to have the students placed in groups for

social interaction while learning. This will help my students by allowing them to

communicate with each other they learn different perspectives and views. Theorist, Lev

Vygotsky, explained how social interaction plays a fundamental role in the process of

cognitive development. During instruction , I model the skill and inform the students of

the content so that the children will have better comprehension of the content. For

example, if the skill is to identify suffixes in the story, I would read a sentence and ask myself

questions about the word aloud and decide what the suffix of a word is. I would also do

guided practice and independent practice to ensure learning. This would relate to David

Kolb’s experiential learning theory because the children would have concrete experiences,

reflective observations, guided abstract conceptualization, and active experimentation in the

lessons throughout my unit. I will use teacher-made materials which would relate to

Howard Gardner’s multiple intelligences theory as they would be created to meet the

different multiple intelligences. According to Piaget’s stage theory of cognitive

development, the students in my class should be at the concrete operational stage. The

students are beginning to think abstractly and conceptualize , more so the formative

assessments would be created on this level. I will create assessments that will be based on

the objectives as well as address the students' developmental level.

Comments/Other relevant information for Section III, Part C:

List Attachments, if desired, for Section II, Part C here:

TCWS Section III, Part D: Instructional Plan (key element

2.B)

Section III, Part D: Unit Plan

Describe your instructional plan for the unit in the table below.

Activities/Strategies/Materials/Resources

Listed in the correct sequence

(Key element 2.B)

Unit Objective

Number(s)

Lesson 1 Key Activities/strategies: Pre-

test

The pretest will be handed out to students to

take. The pretest consists of 22 short answer and

matching questions. The students will have as

much time as necessary to

complete.

Materials/Resources used: Paper and pencil

1, 2, 3, 4



(Key element 2.B)

Unit Objective

Number(s)

Lesson 2 Key Activities/strategies: Prediction

chart

The teacher will do a picture walk with the

students so that they can have predictions about

the story based on the pictures. After doing a

picture walk, the teacher will read the story to the

students for confirmations and revisions. The

teacher will have the chart on the SMARTboard to

fill out as they go along.

Materials/Resources used: paper, pencil,

SMARTboard, prediction chart

1

Lesson 3 Key Activities/strategies: Story Map

The students will complete a story map on the

story. The teacher will have a story map on the

SMARTboard with the same components but in a

different format so that students can understand

the concept of using a graphic

organizer.


SMARTboard, story map

2

Lesson 4 Key Activities/strategies: Suffixes

The teacher will read a story and show a video on

suffixes. The teacher will give the

students matching cards to find the right suffix

endings for certain

words.


SMARTboard, matching cards

4

Lesson 5 Key Activities/strategies: cause and

effect chart

The teacher will have a cause and effect chart to

fill in on the SMARTboard. As the students take

turn reading aloud the story, they will fill in the

cause and effect

chart.


SMARTboard, cause and effect chart

3



(Key element 2.B)

Unit Objective

Number(s)

Lesson 6 Key Activities/strategies: Prediction

chart

The teacher will do a picture walk with the

students so that they can have predictions about

the story based on the pictures. After doing a

picture walk, the teacher will read the story to the

students for confirmations and revisions. The

teacher will have the chart on the SMARTboard to

fill out as they go

along.



1

Lesson 7 Key Activities/strategies: story map

The students will complete a story map on

the story. The teacher will have a story map on

the SMARTboard with the same components but in

a different format so that students can understand

the concept of using a graphic

organizer.


SMARTboard, story map

2

Lesson 8 Key Activities/strategies: cause and

effect chart

The teacher will have a cause and effect

chart to fill in on the SMARTboard. As the students

take turn reading aloud the story, they will fill in

the cause and effect

chart.



3

Lesson 9 Key Activities/strategies: suffix review

The teacher will read a story and show a video

on suffixes. The teacher will give the

students matching cards to find the right suffix

endings for certain words. The students will find

words in newspaper articles and add the

appropriate suffix

endings.

Materials/Resources used paper, pencil,

SMARTboard, newspaper articles

4



(Key element 2.B)

Unit Objective

Number(s)

Lesson 10 Key Activities/strategies: Post-

assessment

The pretest will be handed out to students to

take. The pretest consists of 18 multiple

choice and matching questions. The students will

have as much time as necessary to

complete.

Materials/Resources used: paper, pencil, test

1, 2, 3, 4

Description of Attached Lesson Plans (to include the answers to ALL

questions found in the Clinical Handbook)

Lesson Plan 1, Day 3 (where this lesson falls within the unit)

a. The content clearly relates to the instructional objectives because the objectives were based on the standards. They are clearly aligned with

justifications for any words that may slightly differ. Because the objective is aligned with the state standard, it helped me to specifically address key

concepts at the apprpriate level.

b. Based on the contextual factors and the pre-assessment results I was

able to see where my students would be having the most trouble and how to ensure that they improve in their areas of weakness. For my students with

learning disabilities or special needs, I often have to read materials to them and question them more so that they do not lose focus. In doing this for all

of my students and not just the special needs, it pushes them all to do better. All lessons need to address the contextual factors and pre-

assessment results to ensure that students are getting the best education possible.

c. SMARTboard, video clips from the internet, supplementary books, paper, pencils, and the reading text book are materials needed to implement the

lesson.

d. Students' learning are assessed using a checklist during and/or following the lesson.

e. This lesson is labled below as Lesson plan 1.

Lesson Plan 2, Day 7

a. The content clearly relates to the instructional objectives because the

objectives were based on the standards. They are clearly aligned with justifications for any words that may slightly differ. Because the objective is

aligned with the state standard, it helped me to specifically address key concepts at the apprpriate level.

b. Based on the contextual factors and the pre-assessment results I was able to see where my students would be having the most trouble and how to

ensure that they improve in their areas of weakness. For my students with learning disabilities or special needs, I often have to read materials to them

and question them more so that they do not lose focus. In doing this for all of my students and not just the special needs, it pushes them all to do

better. All lessons need to address the contextual factors and pre-assessment results to ensure that students are getting the best education

possible.

c. SMARTboard, video clips from the internet, supplementary books, paper,

pencils, and the reading text book are materials needed to implement the lesson.

d. Students' learning are assessed using a checklist during and/or following

the lesson.


Lesson Plan 3, Day 10

a. The content clearly relates to the instructional objectives because the

objectives were based on the standards. They are clearly aligned with justifications for any words that may slightly differ. Because the objective is

aligned with the state standard, it helped me to specifically address key

concepts at the apprpriate level.

b. Based on the contextual factors and the pre-assessment results I was able to see where my students would be having the most trouble and how to

ensure that they improve in their areas of weakness. For my students with learning disabilities or special needs, I often have to read materials to them

and question them more so that they do not lose focus. In doing this for all of my students and not just the special needs, it pushes them all to do

better. All lessons need to address the contextual factors and pre-assessment results to ensure that students are getting the best education

possible.

c. SMARTboard, video clips from the internet, supplementary books, paper,

pencils, and the reading text book are materials needed to implement the lesson.

d. Students' learning are assessed using a checklist during and/or following

the lesson.


Reflect on the instructional plan for the unit (Key Element 2.B): How

does this instructional plan establish a balance between grade-level academic standards and expectations and the needs, abilities, and

developmental levels of individual students?

This instructional plan establishes a balance because my plans are based on a specific

curriculum prescribed by the school. It relates to the South Carolina curriculum standards

because it is based off of the standards. The school uses the CAD (Curriculum Alignment

Document) that lays out standards for the classroom. The CAD is designed based on the

demographics and data collected about the students.

Comments/Other relevant information for Section III, Part D:

List Attachments for Section III, Part D here:

Lessonplan1, Lessonplan2, lpredo2

Attachments

lessonplan1.doc

lessonplan2.doc

lpredo2.doc

http://departments.fmarion.edu/education/NCATE/Exhibits/Standard1/Required%20Exhibits/RE5/EDUC490LessonPlan1.pdf

http://departments.fmarion.edu/education/NCATE/Exhibits/Standard1/Required%20Exhibits/RE5/EDUC490lessonplan2.pdf

http://departments.fmarion.edu/education/NCATE/Exhibits/Standard1/Required%20Exhibits/RE5/EDUC490lpredo2.pdf

TCWS Section IV: Analysis of Student Performance and

Impact on Student Learning (Key Elements 3.B and 3.C

Section IV: Analysis of Student Performance and Impact on Student Learning

(Key Elements 3.B and 3.C)

Whole Class

• Table: Table 2 – Results of student by student and objective by objective for the posttest

( entire class ). The numbers show the number of points each student earned per

objective.

Student # Objective

#1 (2pts)

Objective

#2 (5pts)

Objective

#3 (4pts)

Objective

#4 (8pts)

Total 19pts

2 2 4 4 6 16

3 1 5 4 8 18

4 2 5 4 7 18

5 1 5 4 8 18

6 2 5 4 8 19

7 1 5 4 6 16

8 1 4 4 8 17

9 0 4 4 3 11

10 1 5 4 8 18

11 1 5 2 7 15

12 1 5 4 8 18

13 1 3 4 5 13

14 1 5 4 6 16

16 1 5 4 8 18

• Analysis (for each objective) and why students performed this way: Table #2 displays the class results form the posttest on the unit. 11/14 students were

only able to obtain 1 or less of the 2 points available for the 1st objective. This means

that the students still need more practice and development with this skill. 14/14 students

obtained at least 4 points or higher of the 5 points that were available for the 2nd

objective. This means that the students met this objective for the most part. 1/14

students did not meet the 3rd objective. This could be that the student did not read the

information correctly or that the student still needs more development in this area. 5/14

students obtained at least 7 points or higher of the 8 points available for the 4th

objective. This means that the majority of the students met the objective but the other 5

students still need more development on this skill.

• Student work that is attached that supports this analysis (be

specific):

The student who did not meet the first objective as well as the student who

did not pass the post assessment overall has been attached.

AND

Subgroup

• Description of subgroup:

This subgroup is a group of students who sit together in a group in class.

The students also represent 3 different reading level groups (below level, on level, and advanced level). It is important to understand the learning of this

subgroup in relation to the 2nd and 3rd objective because the objectives are significant in building reading comprehension. If we can see improvement in

these 3 different reading level groups , we can see take out the factor of reading levels being an issue in the case of failures. For example, if the

student from the low level and high level reading groups do not improve

scores from the pretest to the post test then it can be assumed that the objectives need to be retaught.

• Two objectives selected and why: Again, I chose these two objectives because I think they are really significant in building reading

comprehension skills. These 2 objectives are significant in building reading comprehension skills because they break apart the major components of a

story to provide understanding and clarity. The students are able to see the main points and make connections.

• Table:

Table 4 – Sample students’ differences in scores.

Student # Objective 2

pre-test

score

Objective 2

posttest

score

Objective 3

pre-test

score

Objective 3

posttest score

Increased (I)

Decreased (D)

No change (NC)

5 5/7 5/5 4/4 4/4 I and NC

8 6/7 4/5 4/4 4/4 NC

14 5/7 5/5 2/4 4/4 I

• Analysis (comparing results for each of the TWO selected unit objectives for this subgroup)

and why students performed this way:

Student number 5 is a part of the on level reading group. Student number 8 is a part of the advanced level reading group. Student number 14 is a

part of the below level reading group. With the exception of student number 14, the other two students peformed fairly well on both objectives for both

the pre and post assessment. Student number 8 did not show any change on either objectives.

• Student work that is attached that supports this analysis (be specific):

The students' assessment results are attached.

1. How did you determine the relationship between student performance

data and the grades (or other performance indicators) that you assigned to the students?

I determined the relationship between student performance data and the

grades based on how previous content was assessed. For example, I looked at the guided practice assignments and the checklist with notes on

each students' performance that were assigned to students. This helped me to understand and see where each student may have been struggling or

succeeding. How s tudents are graded depends on the assignment. If the students peformed well, it reflected in grades of A's or B's. The grades

determined are derived from the school's grading policy (see attached

form).

Comments/Other relevant information for Section IV:

List Attachments for Section IV here:

Student number 5 pre and post test, student number 8 pre and post test, student number 14 pre

and post tesst

Attachments

sn5test.jpeg

sn5posttest.jpeg

sn8test.jpeg

sn8posttest.jpeg

sn14test.jpeg

TCWS Section V: Reflection and Self-Assessment (Key

Element 2.C)

Section V: Reflection and Self-Assessment

A. Student Learning:

a. Instructional strategies that contributed most to student

learning and were most effective were the video usage and having students read and repeat things in their own words. The instructional strategies

were actually based on the learning styles inventory test that was given. Once I knew what the majority learning styles were in the classroom, I could

plan the strategies accordingly. There are a lot of visual learners so it is

http://departments.fmarion.edu/education/NCATE/Exhibits/Standard1/Required%20Exhibits/RE5/EDUC490sn5test.jpeg

http://departments.fmarion.edu/education/NCATE/Exhibits/Standard1/Required%20Exhibits/RE5/EDUC490sn5posttest.jpeg


http://departments.fmarion.edu/education/NCATE/Exhibits/Standard1/Required%20Exhibits/RE5/EDUC490sn8posttest.jpeg


important that I made sure to use the SMARTboard and to incorporate

videos as well in the lessons. For example, with the suffixes lesson, I used a video and I used newspaper articles as a type of word search.

b. The greatest barriers to achieving learning results were class

disruptions. This falls under behavior management and sonething that was under my control. Because I completed the work sample within the first

couple of weeks of student teaching, the students were still getting adjusted to me. I was still getting adjust to them as well and still had yet to

develop teacher "withitness" in this class. The students got away with things that they would not normally get away with. But, because of behavior

issues such as talking during instruction and getting up without permission,

these factors affected learning. Students missed information and some peformed poorly on a few of the assignments.

c. I would actually wait until I am more adjusted and aware of all

aspects of the behavior management policy in this class before completing the work sample. I would ask more questions about what is allowed and

what is not allowed in reference to how to handle misbehavior prior to beginning instruction. For example, I would ask the teacher about setting

up my own behavior management plan that would work for me and the students. The behavior management plan might consist of giving out

stickers to the students who behave well and whoever has 5 stickers at the

end of the day gets a treat.

Reflect on the findings of the formative analysis (Key Element 2.C): Did you need to adjust your unit plan, or do you foresee the need to make

adjustments to future unit plans for these students? Why or why not?

I did need to adjust my unit plan prior to doing the unit. The plan that I started with had a lot of content that seemed to be too abstract and advanced for this group of students. As I was reviewing the plan and the contextual factors , I realized that I might need to make some changes and focus on one thing at a time. My cooperating teacher agreed , and I made the content more simple and comprehensible for my students. For example, I planned to have students do research on pumpkins but that was more in depth than what the students were prepared for so I changed the lesson to go more with the story and understanding the story.

B. Instructor Effectiveness:

a. I think my greatest strength was using the contextual factors to help form the assessment and the unit. If I had not done that I think a

significant number of my students would have failed the pre and post assessment. The contextual factors helped me to step back and look at the

background information of the students so that I will not look at the students

as a whole class of 2nd graders but as a whole class of individual students

with different interests, learning styles, and backgrounds.

b. I think that being firmer and consistent would be an area that I could improve in. The students need stability and consistency. While I

thought that I was providing that, I was not because it was not evident in the behavior of the students. The students were not as attentive as I

expected them to be. It could have been because they were testing the waters to see what I would allow as the new teacher. I had to develop that

"withitness" that allows me to be more perceptive of the students and what they are doing at all times.

c. My most significant learning insight from this unit is that when you tap into a students' background knowledge you can ensure that learning

can take place. For example, I asked a student if he woke up that morning and how did he wake up. By asking him that based on his real life

experiences, I was able to show him the concept of cause and effect.

C. Your professional learning goals based on what you have learned

from this unit:

1. Become more consistent. Being more consistent offers repitition and students also

learn through repetition. It will also help me to follow through with things. I will

become more consistent by taking notes throughout the day of what I have told the

students so that I will be sure to follow through with them.

2. Become more organized. Being more organized will help with the flow of the whole

class. It will help with the flow of class because it will offer the students that

stability that they often need. Most of the students are considered children of poverty

and in the classroom might be the only source of stability they have. I will do this by

labeling things, using a timer when necessary, keeping a visible checklist and schedule

for myself and the students.

3. Setting up my own behavior management plan to implement. I think this will be good because I will know all of the aspects of the plan and the students would not be able to "pull a wool over my eyes". In

order to set up a successful behavior management plan, I think I will need to have the

background information on the students. Once I have the background information, I can

determine the type of plan necessary for the particular class. I want to allow the students

to assist in developing the behavior managment plan because the system of rewards and

punishments will then have more meaning because it will be based on their interests.

Comments/Other relevant information for Section V:

List Attachments, if applicable, for Section V here:

educ 490 brandis teacher candidate clinical work sample

Documents