Teacher Work Sample Melanie Goolsby Kindergarten Fall · PDF fileTeacher Work Sample Melanie Goolsby Kindergarten ... Detailed Lesson Plan ... labeled with the English word and a

1.5.5 Teacher Work Sample – Average Example

Teacher Work Sample

Melanie Goolsby

Kindergarten

Fall 2014


Table of Contents:

Dimension 1: Contextual Factors……………………………………………………………..… 3

Contextual Factors Table: …………………………………………………………..…..8

Dimension 2: Unit Goal............................................................................................................... 12

Dimension 3: Assessment Plan and Pre – Assessment Results................................................... 13

Pre-Test: …………………………………………………………………………………15

Dimension 4: Detailed Lesson Plan …………………………………………………………… 18

Lesson 1: ………………………………………………………………....………….… 20

Lesson 2: ………………………………………………………………………….…… 25

Lesson 3: ………………………………………………………………………………. 33

Lesson 4: ………………………………………………………………………………. 40

Lesson 5: ……………………………………………………………………...……….. 45

Dimension 5: Post- Assessment Plan and Results …………………………………..………… 51

Post-Test : ……………………………………………………………….………………54


Dimension 1

Contextual Factors

School

General Information:

Red Cedar Elementary school is located in Bluffton, South Carolina and they have

classrooms for pre-k through grade five. Their vision statement is:

“We, the families, staff, and community of Red Cedar Elementary, strive to foster

a love of knowledge, self, and others within each of our students, while

empowering them to be life-long learners, innovative thinkers, and citizens of

good character in an ever-changing world”.

Red Cedar Elementary is a title 1 school in the Beaufort County School District. Because Red

Cedar is a Title 1 school, they receive additional funding from the government, smaller class

sizes, additional teachers and assistants, extra time for instruction and parent involvement

activities. Parents are provided with materials and training to improve their child’s achievement.

On the 2013 annual report card, Red Cedar was “average” on their growth rate and “good” on

their absolute rating. They have an attendance rate of 97.3% and 50.9% of teachers have

advanced degrees. The student-teacher ratio is 20.3 to 1 students.

This year the school has decided to turn the library into an “e library” because the older

students are allowed to take home iPads. The library is specifically called the “media center” and

there are no longer books in there. The media center is a project and technology center. The

books from the library have been disbursed among the school for the younger children, who are


not provided iPad’s, to still have access to. This will affect my teaching because I can take the

students to the media center for project based learning.

Population: (As of March, 26, 2013)

Red Cedar had a total of 779 students (estimated currently at 945). 424 are Hispanic, 201 White,

112 African American, 32 African American/White, and 10 Students of other races. 51 % of the

schools population is made up of ESOL students. These students are pulled out or have

accommodations in the mainstream classroom to ensure they are reaching their highest potential

for academic success. Red Cedar has five ESOL teachers, four literacy teachers and two

instructional coaches. Red Cedar is adamant about working with the diverse community to

ensure education to the children of the community.

RESPECT – School behavior policy

Red Cedar Elementary uses the word RESPECT as their main behavior chart throughout

all grade levels. RESPECT stands for: Responsibility, empathy, self-discipline, being positive,

showing effort and cooperation, and being trustworthy. This behavior acronym is displayed in

the hallways throughout the school and in every classroom to insure they every student knows

what is expected of them while in school.

Other School Activities:

Students participated in school-sponsored clubs: Art, Compass Learning, dance

ensembles, Drum and Dance Team, Foxes Trot Running Club, Foxes Score Sports Club, Honors

Choir, and robotics. Special activities for students included “Got a Problem?” for fourth and fifth

graders, “Just My Imagination” fantasy night for third through fifth graders, and a Manners


luncheon for fourth graders. The school participated in Walk to School, Bike to School, and

Bring Your Parent to School days in the 2013-2014 school year.

Red Cedar has adopted a “WIT” program for `1st- 5

th graders. WIT stands for “Whatever

It Takes”. Students are put in WIT groups based on their subject need and learn different task

such as, Organization skills, good study habits, extra reading time, note taking, and any other

special ideas a student might need extra assistants in.

Classroom

Red Cedar is a multi-age teaching school. My classroom is a k/1 classroom. The

kindergarteners are in one room and the classroom connects to the first grade room with an

office. The first grade class will come over to our classroom to do “reading buddies” and during

specials time. A Kindergarten student is paired up with a first grade buddy to help make the

transition of school an easy process. Outside the classroom is the “discovery zone”. This is

where the centers are set up, so teachers do not have to make their centers in the classroom. The

student’s cubbies and book bag hooks are also located outside of the classroom. Inside of the

classroom are 6 tables for the students to sit at, but they are connect by two’s, facing each other.

The classroom also has a teacher’s desk, 2 desk for computers and a writing center. There is a

carpet located in front of the promethean board, and a bathroom in the back of the classroom.

There is a storage closet and a sink area located on the left side of the room. The teacher has a

rolling easel and an extra small storage closet for easy access to materials. There are 2 small

white boards located on each side of the front wall. These white boards hold our daily jobs,

calendars and easy to access lessons of the day. The classroom word wall and number line is

located next to the book shelf in the reading center and we have a listening center that is right

outside of our classroom in the discovery room. We have a daily 100 chart, student of the week


chart, birthday chart and color and counting chart located at the front of the room. On the

window is our weather center for the “weather man” to record our daily weather forecast.

Because our school has a high rate of ESOL learners, everything in the classroom is clearly

labeled with the English word and a picture. The one thing about the classroom I would want to

change is the location of the clock. It is hidden in the corner and it is hard to locate for the

teacher and children.

In our classroom we have been selected for a music grant. Along with my classroom

teacher, we will be taking Saturday classes on how to incorporate more musical activities into

our classroom. The students will get to play with instruments, go to concerts in savannah on field

trips, and have instructions come to the classroom to integrate music into our classroom. We

were the only class chosen for this grant from Red Cedar.

Students:

The class size is 22 total students. 12 males and 10 females. 13 are Hispanic, 2 African

American and 7 white. 16 students have free or reduced lunch. Student W and F are retained

students returning to kindergarten. These 2 students will be pulled out of class with a SIT team.

10 students are average learners, 6 are considered above average and 6 below. Student I receives

ESOL help as well as receiving help in speech because he/she is thought to be tongue tied.

Student T, V and W also know little English and are pulled out for ESOL help. Student L wears

glasses so seat is placed near the promethean board to accommodate his/her vision. Student I and

S both failed their vison test and they are in the process of getting glasses. These students will

need to sit close to the board and instruction during lesson time until they are able to receive

glasses. They will also be allowed to come sit on the carpet to read the board if necessary.

Students T, V, R, C, B, and G will be pulled out of class for reading intervention. Student C is


also being tested on his fine motor skills. The student claims he has a “robot leg” and may be a

candidate for physical therapy through the school. Student R is very young and only knows 2 of

52 letters. He/she is eager and excited to learn, but has not been exposed to many Pre-K

standards. Student W (who is retained) has an extremely hard time sitting on the carpet and

stands for a lot of instructional time.

12 out of 22 students speak Spanish full time at home. This highly affects my lessons and

method of teaching. All instructions must be modeled out to the students and an example of

every activity needs to be shown to the students. It is also important to repeat the directions

several times using hand motions along with verbal instructions. Students F, G and R, are very

dependent and sit near the teacher’s desk so they can be monitored and reminded to stay on task.

Student C gets easily off task on the carpet unless the subject is something he is interested in. By

providing a picture of a robot or monster, he stays on task and pays attention to the lesson. All

the children receive positive reinforcement, as we make school a fun and comfortable

environment for the children to learn in.


Student Number

Language(s) spoken at home

Relevent Cultural

Background Info **

Special Interests or Hobbies (Student Interview, Interest Inventory)

Reading Level and Test Used Phonological Awareness assessment

Math Level Scores and Test Used

Differentiation Needs (IEP, ELL, G/T)

A S H M

Sports, Music, Art, SENSETIVE, Learns best when playing games, loves

animals/fish books

51/52 letters 22/26 sounds 25/80 pre/k

words Above average reading group N/A

B S H M Sports, Soccer, quiet in class

18/52 letters 5/26 sounds

Below average reading group N/A Knows little English

C S H M Loves Robots, Zombies, Monsters

19/ 26 letters 8/ 26 sounds 4 pre-k/k words Low reading

group n/a

Meeting with SITeam pulled out for reading

workshop Fine motor skills to be test.

Occupational therapy?

D S H F Great Helper, works well in groups,

Enjoys projects, loves princesses

44/52 Letters 19/26 letter

sounds Middle Reading

group counts to 29,

All shapes

E E B M Perfectionist, dependent, very picky


average reading group n/a

F E H F Loves to color. VERY social.

Dependent,

MAP 151 IRI: B 36/52 letters 11/26 sounds

average reading group MAP: 157 SITeam (Retained)


G S H M New student in September. First

school experience. 1 letter 1 letter

sound Does not know

numbers pulled out several times

daily

H E B M Reserved, does not like to stay in seat.

Above average All letters all

sounds 18 Kinder sight

words Count: 69

Knows patterns

I S H M Very sensitive. AWESOME artist. Loves

Legos 25/26 letters,

most site words count: 29 All

shapes

ESOL, Speech SITeam in progress - tongue tied?

Failed Vision Test - begin process to get glasses

J S H F Bossy; Loves to play 'mom' in

discovery center


needs voc support

Below Average count: 14

K S H M Great attitude for learning 43/52 letters 14/26 sounds

count: 49 All shapes

L S H F Reserved 49/52 letters 11/26 sounds counting Wears glasses

M E W F Easily distracted, loves to be center of

attention. Loves puppets 49/52 letters 17/26 letters Below Average

N E W M Sports, loves reading, playing outside

tennis

52/52 letters 25/26 sounds 61/80 pre/k

words

P E W M Sports, Legos Music, Loves reading.

Helps out others in class 51/52 letters 25/26 letters

Q E W F loves to read on her own , loves dance

and tennis 50/52 Letters 26/26 sounds

R E W M

Loves monsters, coloring, playing outside. Learns best with rhymes and

songs 2 letters, 0

Sounds cannot write any numbers

Going to be pulled out for reading

S S H M learns best through praise 32/52 letters 9/26 sounds

Failed Vision Test - begin process to get glasses


T S H F a lot of empathy, loves flowers, one

sister, Very young 11/52 letters 5/26 sounds below average ESOL

U S H F Independent, works well in groups 50/52 letters 26/26 sounds

Average - counts to 29;

all shapes

V S H F Quiet, loves to color 9/52 letters 0

sounds Below average;

counts 12 ESOL

W S H M CLASS CLOWN; learns best with songs

and active learning 44/52 letters 17/26 sounds ESOL

X E W M Student loves robots and video

games. Pet cat


References:

http://www.beaufort.k12.sc.us/pages/BCSD/Departments/School_and_Community_Services/Public_Infor

mation

http://rce.beaufort.k12.sc.us/pages/Red_Cedar_Elementary/About_Us

Student information cards obtained by teacher.

A 9 Student files – from office vault.

http://www.beaufort.k12.sc.us/pages/BCSD/Departments/School_and_Community_Services/Public_Information

http://www.beaufort.k12.sc.us/pages/BCSD/Departments/School_and_Community_Services/Public_Information

http://rce.beaufort.k12.sc.us/pages/Red_Cedar_Elementary/About_Us


Dimension 2:

Standards and Unit goals

Standard K-4: The student will demonstrate an understanding of the way families live and work

together today as well as in the past.

State Standard Unit Goal

K-4.3 Recognize the ways that community

businesses have provided goods and services

for families in the past and do so in the

present.

UG1: Students will explain how people

obtain goods and services in the community.

Unit rationale:

Students need to have an understanding of meeting our basic needs and that people make

decisions based on their needs, wants, and the availability of resources. Through this unit

students will learn the basic understanding of goods and services in the community. For future

reference, students need to know where goods come from and what jobs produce the goods that

we need in our everyday life. In this unit, students will identity common goods and services in

our area to develop a sense of community. In the second part of this unit students will learn

where their goods come from and classify local providers of goods and services. Students will

learn about where vegetables come from and who services those vegetables so they make it into

our grocery stores. Students will discover jobs and think about what occupation they may want

when they grow up.


Dimension 3

Assessment Plan and Pre- Assessment Results

Ug 1: Students will explain how people obtain goods and services in the community.

Pre- Test Information:

The pre-test was given to children in groups of 3. The directions were read out loud to

them and they were told to circle the word ‘good’ if they thought the picture was a good, and the

word ‘service’ if they thought the picture was a service. There were 12 questions, and each

question was worth 1 point. The number of correct answers was divided by 12 and then

multiplied by 100 to get the percentage. For example; Student N had 6 correct answers. 6/12 =

.5 . Then, .5 x 100 = 50. Student N received a 50% on his/her pretest.

Pre- Assessment Analysis:

To exceed on the test the student would need to score 100% (12 out of 12). To meet the

requirements on the test, the student would need to receive a 75% (9 out of 12). Below a 75%

means the child did not meet expectations on the test. Originally, my unit goal was as follows:

UG1: Students will explain how people obtain goods and services in the community.

After interviewing students about goods and services, I became aware of the fact that the

students did not know the difference between good and services. After giving this pretest, 0 of

my students met expectations of the test and only 10 scored a 50% or higher. After the pretest I

have revised my unit goal:

UG1: Students will explain the difference between a good and a service.


During the pretest several students made the comment that a teacher was “good” so she

was a good and the man holding scissors was “bad” therefore he was a service. After making

these observations I realized that the students need to understand the meaning of goods and

services before they can understand where they come from and how people obtain them.

Differentiation:

Student X will only be in school for one week of the unit. He will be pulled several times

daily to catch up on missed assignments from the previous week.

Students C, T. G and V will be pulled for small group during centers. These students

have a lack of focus during whole group instruction. Extra explanation will be provided

at this time to check for understanding.

Reference:

I obtained the pretest from EducationWorld.Com . An example of the pretest is included in this

document and the correct answers are highlighted.

Assessment Plan Overview

Unit Goal Pre-Instruction

Assessment

Description

During Instruction

Assessment

Description

Post-Instruction

Assessment

Description

Goal 1 Goods and Services

word and picture

match

During the unit I will

use our anecdotal

notes board to record

observations about the

students’ progress.

Write the room

Activity. ( goods and

service sort)

Goods and Services

word and picture

match. Same as Pre-

test


Goods and Services Directions: Look at each picture. Decide whether it is showing good or a service. Circle the

correct word.

good service

good service good service

good service good service good service

good service


good service



Write the Room:

Pictures are around the room. Students hunt for picture and write word under good or

service.


Dimension 4

Detailed Lesson Plans

Lesson # Unit Goal Addressed Description

1 UG 1 Goods – What is a good? Where

do we find goods?

2 UG 1 Services – technology QR codes.

Learning about what a services is

and examples of a services.

3 UG 1 Factory – What is a factory and

what goods are made in a factory.

4 UG 1 Assembly line – students make a

pizza assembly line and we make a

class pizza

5 UG 1 Farm or factory – Farm and

factory sort. What goods are

made on a farm and what goods

are made in a factory.

6 UG 1 Transportation – How do goods

get from the farm or factory to the

store?

Fill out flow map with the steps of

transportation.

7 UG 1

Needs and Wants – The difference


between a needs and want.

Flipchart and sort

.

8 UG 1

Math Money - The student

will understand that you must

make choices with your

money based on wants and

needs.

9 UG 1

Sheep in Shop – retelling of a

story.

10 UG 1 Review / Assess – Summative

assessment.

I chose the lessons, which are in bold above, to represent my unit because they show a

good variety of integration along with the overall objective of my unit. Lesson one was the

introduction to my unit and the students learned about the term ‘goods’. Lesson two was the

introduction to the term services and community helpers. The first two lessons are the root of my

whole unit. Background information is built and the terms that the students will need to know for

the whole unit are introduced. Lesson five had technology integration with QR codes. I picked

this lesson to represent how we use QR codes in our classroom every day to differentiate

learning. Lesson eight shows how I integrated the social studies unit into our math lesson. The

last lesson I picked to represent my unit was lesson nine. Lesson nine is an ELA lesson on

retelling a story. This lesson integrates ELA and social studies. During this lesson we had a

couple of distractions during work centers, so I wanted to represent my reflection and how the

situation was handled.


Lesson Plan Template

1. Information

Name: School Name: Red Cedar Grade Level: K

Subject/Content: Social Studies Date Lesson is Taught:

October 20, 2014

2. Standard(s)/Relevancy/Objective(s)

Standard(s):

K-4.3 Recognize the ways that community businesses have provided goods and services for

families in the past and do so in the present.

Relevancy:

Students need to learn about goods and services and the people in our community that provide

goods and services to us.

3. Assessment [In the designated column below, state objective(s) and assessment(s).

Add additional rows as needed and number them]

Objectives(s) Assessment Tool Mastery Level, Performance

Level, or Criteria

‘

1) The student will look through

magazines and find pictures of goods

to cut and paste onto white paper.

1) Anecdotal notes taken

on activity board while

students are in centers

1) The student stayed on task

during work centers and all

of the pictures on his/her

paper were goods.

2) The student stayed on task

during work centers and

most of the pictures on

his/her paper were goods

3) The student was not on

task during work centers

and his/her paper did not

have pictures of goods on

it.

4. Materials/Resources/Equipment/References


Materials/Resources:

Goods and Services Flipchart

WTF folders

Magazines

White paper

Scissors

Glue

Listening center book on tape

Equipment:

Promethean Board.

4 Laptops

Listening center

References:

Teachers Pay Teachers

Brain Pop Jr

5. Effective Instructional Approaches, Strategies, or Tools

*Imbed and BOLD transitions throughout this section of your lesson. If possible, remember to connect

the transition to the lesson in order to stimulate student interest.

Introduction: (2 min)

Bring children to the carpet by table color after snack

Open up goods and services flip chart

Activate prior knowledge:

o T: “Who can raise a quiet hand and tell me what they think a good is”

o Allow children to use the picture on the board and brainstorm ideas on what the

word good may be.

Watch Brain pop jr on goods and services

Procedures: (Mini Lesson – 15 min)

Flipchart page

Explain what a good is

o T: “ Goods are things that are made or grown”


o T: “Goods can be made in a factory or grown on a farm. Goods are something that

you can buy at the store.

Flipchart page 4:

o Brainstorm some goods you find around your house

First the teacher will name some examples and next the children will get

to come up with ideas.

Flipchart page 5:

o T: “ This week we have been talking about the farm”

Flipchart page 6”

o T: “ Who can raise a quiet hand and tell me some goods that are grown on a farm”

After brainstorming teaching will quiz students by name off some items. The students will give a

thumb up if the item is a good and a thumb down if it is not a good.

Open up Reading workshop center flipchart ( 15 min each work station)

Teacher will explain centers by table color

o Blue – Students will look through magazines to find pictures of goods and glue

them on a white sheet of paper.

o Yellow – WTW sort

o Red – Reading table. Students will pick a spot in the room to read quietly to

themselves.

o Chaney – Listening center - Farm goods book

o Computers – Brian pop online activity about goods.

Dismiss students into centers by center group.

Closure: (time estimate)

Students will share their white paper where they glued down pictures of ‘goods’. The class will

give a thumb up if everything on the student’s paper is a good and a thumb down if they see

something glued on that is not a good.

Line students up for related arts by the first letter of their name.

6. Differentiation of Instruction Accommodations:’’

Student X will need extra assistance and guidance in work centers.

Student W may leave carpet in the middle of the lesson to sit in his own space if having

problems controlling his body on the carpet.


Extensions:

http://www.econedlink.org/lessons/index.php?lid=642&type=student

Modifications:

Student F will be pulled during workstations for literacy intervention.

Student I will be pulled during workstations for ESOL.

Student W will be pulled during workstations for literacy intervention

7. Analysis of Student Learning - to be completed AFTER lesson is

taught (refer to specific questions noted on Lesson Plan Components)

This was the first time the students were exposed to goods and services so mastery was

not met on this lesson. Student H and T did not cut or glue anything on their paper from the

magazines. These students stayed inside during WIT time to cut goods out of the magazine to

glue on their paper. The dinosaur group did not have a chance to sort their words their way, so

they will complete that activity in math centers today. Student G finished his 6th

workshop on

Waterford, and student I read a C level book in the independent reading center. Student I will

need to be retested to find out his/her new reading level. I allowed him/her to change out the fox

read books to level C for a more challenging read at home. All of the students besides students

G, O, M, and R were able to complete the goods sort on the brain pop computer activity. Review

goods again tomorrow before moving on to services.

8. Reflection – to be completed AFTER lesson is taught (refer to specific

questions noted on Lesson Plan Components)


At the beginning of this lesson, when I asked the essential question, “what is a good”, many

of the students thought a good was “healthy food, because healthy food was good for you.” I had

to explain to the students that sometimes words have two different meanings. We brainstormed

some more ideas on words that have two different meanings. The children really enjoyed the

brain pop video so I want to incorporate more of those into our classroom lessons. The center

rotation went well. I saw AA, letters, and D for reading workshop. In reading workshop groups

we worked on reading with expression and exclamation marks. During the conclusion of the

lesson the students were able to brainstorm food and objects as goods after they cut pictures out

of magazines. Something I would change in this lesson would be the listening center. The

children need to have an objective to go along with the center instead of just listening to a book.

Tomorrow they will have a self-reflection sheet to complete on the story that they listen to. The

lesson incorporated all learning styles and the children were actively engaged the whole time.

During the second center rotation I told the children to ‘freeze and squeeze, and I had to remind

them that during center time we use our inside voices while talking with the friends in their

group. We practiced using inside voices and then the students got back to work on their centers. I

learned that by modeling what an outside voice sounds like and what an inside voice sounds like,

children were able to realize how loudly they were talking. After this demonstration, they

became mindful of their voice level. Students even reminded their friends in their group about

keeping an inside voice while in centers. I will continue to model behavior the wrong, and then

the right way, as a teaching strategy.



1. Information



October 21, 2014


Standard(s):



Relevancy:

Students need to learn about goods and services and the people in our community that provide

services to us.




Level, or Criteria Centers Objectives:

1) The student will be able to

find the pictures around the

room and sort them into

goods and services.

2) The student will be able to

use the IPad to correctly

match the given clue to the

correct job (service).

3) The student will draw and

write about what service they

want to give to the

community when they grow

up.

1) Write the room

2) Informal observation of

IPad activity.

3) When I grow up sheet

1) Mastery: Student stayed on

task during work centers

and was able to correctly

sort the goods and services

while writing the room.

2) Developing: Student stayed

on task during work centers

but was not able to sort all

the goods and services

correctly while writing the

room.

3) Does not Meet – Student

was not on task during

work centers and could not

sort the goods and services

while writing the room.




Flipchart

‘Write the room’ copies

IPad services activity clues

‘When I grow up’ copies

WTW center folders

Equipment: 5 IPads

Promethean board.

3 laptops.

References:

Teacher pay teachers.





Bring children to the carpet after snack by table color.

Access prior knowledge by reviewing what a ‘good’ means.

T: “Who can raise a quiet hand and tell me what we learned about goods

yesterday?”

Review flipchart made as a class yesterday about what a good is and examples of

goods on a farm.

Review definition of a good. Put into their own words.

Procedures: (Mini lesson = 15 min)

Introduce services

Flipchart page 8:

o T: “Today we are going to talk about services. Who can raise their hand

and tell me what they think a service is?”


o T: “A service is work that someone does for someone else. When you buy

a service you hire people to do a job. You are not buying something you

can touch and hold like the goods we learned about yesterday.”

o Give examples of services

Flipchart page 9:

o Let children brainstorm examples of services and what goods these

services supply.

o Talk about the difference between goods and services.

Work stations ( 15 min each center )

o Blue table – Write the room.

Show flipchart with example worksheet.

Children will find the pictures in the room and write the word

under ‘good’ or ‘service’.

o Mrs. Chaney station

Show flipchart page with example

Children will draw and write about what they want to be when they

grow up and what service they will give.

o Red Table –

IPads.

Show students how to scan QR codes and listen to the service clues

and match the picture with the QR code.

o Yellow table –

Students will sort words their way twice and then color the

pictures.

o Computers –

Students will be on starfall learning practicing their letters.

Pull up center rotation flipchart. Dismiss children from carpet by work

center groups.

Teacher will walk around to monitor work stations.

Closure: (5 min)

“ Who can raise their hand and tell me something they learned about goods and services

and work centers today”

Goods and services drag and drop activity on promethean board.

Dismiss students to line up for related arts by color of their shirts.

6. Differentiation of Instruction


Accommodations:

Student X will need extra assistance and guidance in work centers.

Student W may leave carpet in the middle of the lesson to sit in his own space if having


Extensions:

http://www.econedlink.org/lessons/index.php?lid=642&type=student

Modifications:






All of the students were able to complete objective three (what they want to be when they

grow up). Students H, M, O, and J did not master objective one (write the room). These students

needed more time or more explanation to complete this objective. Objective two seemed to be

fairly easy for all the students, but they enjoyed using the IPads to hear the sound and match the

service. To increase student learning I plan on pulling a small group to finish the write the room

activity for the students above who did not have time to finish or did not understand instructions.

The bus group (higher level learner) finished the write the room activity fairly quickly and were

able to visit their “I’m done” folders. Each of them were able to complete one sheet from their

folders. Student J and W were off task during centers and needed to be reminded to stay on task.

Student X was having a sad day and kept on telling me that he “missed his mom.” This student

was pulled by the school physiologist during the lesson. To extend on this lesson I plan on

integrating more community service books and writing activities into the classroom.




Students got to complete 4 out of 5 work stations today. One work station was extended

because the ant group needed a little extra time to sort their words their way. Something I think

that needs to be worked on as a class is a smoother transition in between centers. The children

knew what center they were supposed to be at, but there was a noisy clean up along with some

minor confusion. At the end of work stations, instead of doing the goods and services sort, the

children got to come up and share their work from Mrs. Chaney’s center. The students got to

share what they wanted to be when they got older. The students really enjoyed hearing what

profession their friend wanted to be, and all students were willing to share their work. If I taught

this lesson again I would keep all of the work stations the same. The students really enjoyed

working with the QR codes and the IPads. Something I learned from teaching this lesson was

that the students loved being able to get up and share their work with the class. I would like to

have students stand up and brag about their work more often.






1. Information



October 2014


Standard(s):



Relevancy:

For future reference students need to learn about what kind of goods are made in a factory and

what goods are grown on a farm.




Level, or Criteria

Centers:

1) The student will sort the

pictures of goods into farm

and factory goods

2) The student will find goods

around the room and label

them under farm or factory

goods.

1)

Anecdotal notes on write the

room, word sorting and

Waterford.

1) Student was on task during

work stations and was able

to correctly sort the factory

and farm goods for write

the room

2) Student was not on task

and was not able to

correctly sort the farm and

factory goods for write the

room.




Factory/Farm sort

Write the room

Factory poster

Flipchart

Words their way

QR codes for listening center

Equipment:

Laptops

Promethean Board.

5 IPads

References:

Teachers pay teachers.






Review: What is the difference between goods and services?

Show a picture of a factory (attached to lesson plan) and ask the students. “What is this

and what kinds of things are made in these.”

Procedures: (10 min Mini Lesson)

Read factory poster with definition. ( see lesson plan attachment)

Fill out flipchart:

o What are some items that are made in a factory instead of grown on a farm?

o Students will brainstorm ideas while teacher fills out flipchart.

Talk about what kinds of stores in our area we shop at that have goods made in factories

and on the farm.

Centers:


Blue Table: Write the room: Students will go around the room and find pictures of a

good and write the word under farm goods, or factory goods. (See bottom of lesson plan

for worksheet example)

Red Table: Factory and Farm Sort. The students will have a laminated mat that will be

labeled ‘Farm and Factory”. The students will also have pictures. They are to sort the

pictures into farm or factory goods. ( See bottom of lesson plan)

Yellow Table: Children will sort Words Their Way for the week

Chaney: Listening Center: Students will scan QR codes with IPad and it will take them

to a listening story to follow along with.

Computers: Waterford

Dismiss students to word stations by group

Note:

Teacher will pull guiding reading groups during work center time.

Center time is 15 minutes per center

Children will rotate when they hear bell ring

Children will rotate by groups on promethean board.

Closure: (2 min)

Students will clean up centers

The group leader will take the centers back to the shelf and put them away.

Students will sit in share chair and share their center work.

6. Differentiation of Instruction Accommodations:

Student T, S and B will need extra time at the computers for Waterford.

Extensions:

Brainpop JR on factories.

Modifications:







Students B, F, O and Q were pulled into a reading workshop today. They read a B level

book and we worked on reading comprehension. We had a volunteer in our classroom today that

pulled out student X and P to work on letter sounds and site words. These two students need a

little extra work with their letters. Student R got to stand on the ‘brag stool’ today and tell his/

her classmates that they will be starting their first grade words in their flip book. Students H, and

T were still confused about what items were made in a factory and during centers struggled with

the sorting and writing the room. The other students were able to sort the farm and factory

goods. I wrote in my anecdotal notes that the students do not know how to write on lined paper

very well. A lot of them do not use the lines at all when writing and this is something that needs

to be addressed during writing workshop. The lower performing students saw a lot of one on one

time today. We had a volunteer, my CT, our assistant, and me pulling small groups. Today’s

reading workshop center was a success.



Work stations transitions went really well during this lesson. When students heard the

bell, they all cleaned up quietly, push in their chairs and waited quietly to rotate. We were able to

go to all work stations today because of the smooth transition. In centers I incorporated all

learning styles. The children got to move around, have visual aids, go to a listening center, draw

and work in groups. I think the children were sitting a little too long on the carpet during the mini

lesson because the kids starting talking and moving around a lot more at the end of the lesson.


Next time I will make sure to shorten the mini lesson just a little bit so the children do not have

to sit on the carpet as long.

During this lesson I had two children who were not getting along in centers. I had to

remind them twice during center time to ‘use kind words’ and ‘play nice with friends’. After the

third time I made them clean up centers and go sit on the reading carpet to talk about how they

could be better friends and classmates to one another. They drew up a plan of how they were

going to work better tomorrow with each other in centers. At the end of centers they stood up

and talked to the other students in the class about why it was important to use kind words to their

friends and how they plan to work as a team tomorrow. I think this was a more efficient way of

just reminding them to be a good friend. After two warnings I gave them a consequence to their

actions. I learned that these two students learned a lot about being a good friend by making their

own action plan to work better together.





1. Information


Subject/Content: Social Studies / Math Date Lesson is Taught:

October 2014


Standard(s):



K-4.4 Recognize that families of the past have made choices to fulfill their wants and needs and

that families do so in the present.

Relevancy:

Students need to know that you use money to buy goods and services and the difference between

the things that you need and the things that you want. If children learn to make choices on their

own when they are younger, then decision making will be less difficult to them as they become

adults.




Level, or Criteria

1)

The student will understand that you

must make choices with your money

based on wants and needs.

1)

Anecdotal notes

1) Student was participating

in the class discussion

during the mini lesson and

was on task during centers.

2) Student was not

participating in the class

discussion or was off task

during math centers.




o Something Good, by Robert Munsch o Center baskets

o Sorting trays with coins o Strips of construction paper. o Small group folders o Coins

Equipment:

o 5 IPads

o 3 laptops





Bring children to the carpet by table color.

Review with children the difference between a want and a need.

o “Who can raise a quiet hand and tell me what we talked about during reading

workshop today”

o “We talked about wants and needs. Even though you might REALLY want

something, sometimes you have to think inside your brain, hmm do I really NEED

this, or is it something that I just want.”

o “For example: I went to the grocery store last night to buy dinner. I only had 10

dollars. The food that I needed for dinner was 10 dollars but I saw a toy that I

REALLY wanted. Do you think that I should spend my money on the shoes or the

food? Turn and talk to your partner about it.”

o “I should buy the food. My dinner a good that I NEED and the toy is just a good

that I want.”

Procedures: (12 minute mini lesson)

Discuss goods you buy at the grocery store with money.

o “Today in math we are going to talk about making decisions with our money and

that sometimes we can’t always get everything we want.

o “Turn and share with a friend some things that you buy at the store when you go

grocery shopping with someone you love”


“I’m going to read a book about a family that takes a trip to the grocery store. It’s called,

Something Good, by Robert Munsch”

Read story

Discuss book:

o “Tyya said that sometimes her dad doesn’t buy “good” food. What kind of things

did her dad buy”

o “Do you think the goods Tyya wanted to buy were wants or needs?

o “The problem is, we want a LOT of things. Look at how much Tyya wanted. There

are a lot of reasons people can have everything they want, but today we are going

to talk about one reason: Money.

o “Do you think Tyya’s father had enough money to buy all the ice cream and

chocolate bars AND all the other groceries his family needed?”

o “ Her father had to make choices on what to buy at the store based on what his

family NEEDED”

Allow children to turn and talk to friend: If they only have enough money to buy 3 things

from the grocery store, what would they buy.

o Daily math centers: ( centers for the week) o Blue – Sorting coins with trays

o Yellow – I pad – Money man

o Red – Patterns

Give each student a strip of construction paper to lay coins on for making

patterns. Have a container of coins to share and let them each make their

own pattern with the coins

o Computers – Waterford

o Chaney – Small group folders

Note:

o Teacher will pull guiding math groups to post test

o Center time is 8 minutes per center

o Children will rotate when they hear bell ring

o Children will rotate by groups on promethean board.

Closure: (2 min)

o Students will clean up centers – group leaders will put away centers

o Math center evaluations

o Children will line up for WIT



o Students A, F, E, J and L will be pulled out of centers to be given unit 2 posttest.

o Student W may leave carpet in the middle of the lesson to sit in his own space if having


o Students, H, P, N, Q and F are ‘high flyers’ and will work from the red baskets on the

center table. – They are working on addition and subtraction.

Extensions:

“Trouble with Money” Bernstein Bears.

Modifications:

Students R, C, and T are pulled during math for small group with team coach.



The objective of this lesson was met by all of the students in the class. I do not think the

students completely mastered the idea that certain things cost more money than others, but they

have not learned about the value of coins yet. The students did however, understand that

sometimes you have to make choices on the things you buy based on your wants and needs. The

students were participating in the discussion about our needs and wants, and what things were

important to spend our money on. I extended student learning to provide enrichment by talking

about our school’s fox funds. On Fridays the children have a choice between saving their money

to buy into the monthly PBIS party, and spending their money on the prize box. We had a

discussion about making the choice to save your money or spending it. Student G was asked to

leave the carpet in the middle of the lesson because he could not sit still and this affected the

amount of time he was in his centers. While in centers I recorded in my anecdotal notes that

students F, and K, did not know how to sort objects. These two students put all of the coins in the

center of the sorting trays. The bus group worked out of their folders during the sorting center.

They worked on addition and subtraction. These students are all ready for more challenging


addition problems. Student B did not understand patterns and needs to revisit this objective.

Students H, and I, needed extra assistants on Waterford lesson 11 on the computer. This lesson

was on symmetry, which we will be doing in everyday math next week. The objective of this mini

lesson was met and the students are ready to move forward from it.



The students were well engaged during this mini lesson so there were not a lot of

behavior problems while on the carpet. Student W removed himself/herself from the carpet to sit

in the special circle. This was huge progress because he recognized that he could not control his

body on the carpet and he removed himself before he became a distraction. During centers when

Student B was having problems creating a pattern, student L made an example pattern, and

taught student B what a pattern was. I found it interesting that we have been learning about

patterns all week and student B did not understand what a pattern was until a peer explained it. I

learned that sometimes children learn best from their own peers, because they can explain it in a

way that the child will understand. In the future I am going to incorporate that teaching style into

my lessons. Something I will do differently next time I teach this lesson is to give the children

more opportunity to talk about their own experience with making choices. Students at this age

level comprehend a lot more information when they can make real life connections to their

learning. Next time I will allow the students to guide more of the discussion. I will let them talk

more and have myself talk a little less. Today when the children came in we had the classroom

rearranged, so work centers were in new places in the classroom. I was very proud of how the

students adjusted to this change in their environment. One student said, “It’s like a scavenger


hunt to find your center, this is awesome!” Transition time took a little longer today but the

children adjusted accordingly.


1. Information


Subject/Content: Social Studies / ELA

Date Lesson is Taught:

October, 2014


Standard(s):

RL.K.2. With prompting and support, retell familiar stories, including key details.



Relevancy: Children need to know how to pick out the key details of a story in order to retell the beginning,

middle and end.




Level, or Criteria

1)

The student will use a flow map to

retell the beginning, middle and end

of a story

1)

Anecdotal notes

1) Student was active in class

book discussion and was

on task during centers.

2) Student was did not

participate in book

discussion and was off task

during centers.




Sheep in the Shop by: Nancy Shaw

Words their way

Goods and services sort

Flow map flipchart

Flow map printouts

Equipment:

Promethean board

4 laptops

References:

Teachers pay teachers






Review story elements we have been discussing in class.

o Character

o Setting

Revisit why it is important to know the characters and setting when retelling a story.

Ask children: ”What other key details do you think you need to know to be able to retell a

story”

Give children time to discuss with reading partner.

o Share answers

Procedures: (Mini lesson – 12 min)

“Today we are going to fill out a flow map to help us retell a story”

o Pull up flow map on promethean board.


o “Everyone say it with me, flow map”

“This flow map is labeled, beginning, middle and end”

“As I read this story, I want you to be thinking about what is happening in the beginning

middle and end of the story.”

“Let’s turn on those listening ears and put on our thinking caps”

Read – Sheep in the Shop by Nancy Shaw

Book discussion:

o “Why couldn’t the sheep buy all of the goods?”

o “ Turn and talk to a partner and name some goods and services you saw in this

book”

Fill out beginning middle and end flow chart

o Have students raise their hand to help retell the beginning middle and end of the

story.

o Talk about why retelling a story is important.

Work Centers:

o Blue – Goods and services sort

o Red – independent reading

o Yellow – sort words their way

o Listening – listen to a story and draw on the flow map the beginning middle and

ending of the book

o Computers – Waterford.

Note:

Teacher will pull guiding reading groups during work center time.

Center time is 15 minutes per center

Children will rotate when they hear bell ring

Children will rotate by groups on promethean board.

Closure: (5 min)

Students will clean up centers

The group leader will take the centers back to the shelf and put them away.

Students will share their beginning middle and end drawings from the listening center

with a friend. They will practice retelling the story with a friend.


Sit with the ‘star’ center during goods and services sort. Need extra assistance while sorting.


Extensions:

Using story elements to retell a story

Modifications:






After the completion of the lesson along with center activities, I observed that students A,

C, F and G all need more assistants with picking out key details and retelling a story. Student A

drew characters in every box of the flow map and told me it because the character was in every

part of the story. Students E, H, T, D, and K have 100% mastery on this objective and are ready

to move on to the next story elements. These children should be put onto Waterford at the

computers while more group practice is done as a class to master how to retell a story. Student G

mastered his 5th

objective on Waterford and is ready for more information to be added onto his

account. The bus learning group completed words their way in 3 minutes, so next week their

words need to become more challenging. All students were able to name goods and services

from the book.




The mini lesson was engaging and the students were very active in participation. With

guidance students were able to help retell the story from beginning to end. Since this was the first

time the children were exposed to the beginning middle and ending flipchart. I think more

practice needs to done so the students can master this objective. During center rotation, one child

wet his pants and then a couple minutes later we had a child pull down his/her pants in the

listening center and show off his/her private parts. This caused for a minor distraction during this

time. After the children began wondering out of their work stations, I told them to ‘freeze and

squeeze.’ All of the children stopped what they were doing. I told the children who were at the

listening center to come to the carpet. I reminded the other students of their jobs in work centers

and told them that they needed to stay on task and get busy with their work. The child who wet

his/her pants went into the bathroom to change clothes and I asked our assistant to radio the

janitor for a clean-up. I knew that the issue that happened in the listening center was one that

needed to be reported to our assistant principle. I briefly talked to the students about the poor

choice that was made, while Mrs. Harm sent an email informing our assistant principle of the

situation. She came to the class and pulled aside the students involved and talked to them about

what happened. After school Mrs. Harms called the parents/ guardians of all the students that

were in the listening center to inform them of what happened. Because the students did not get

to all of their work stations today, they will need to pick back up on center rotations tomorrow to

finish the centers they did not complete. I think that I handled the situation well. The room

turned into chaos for only 30 seconds before the children were reminded to stay on task and get

back to work. After this situation, I am going to move the listening center back inside of the

room so I can keep an eye on that center while I am pulling reading groups. The student did not


know he/she wasn’t allowed to show his/her privates in school and thought everyone had the

same parts he/she did. It was a teachable moment for the children and for me.


Dimension 5:

Post- Assessment Plan and Results.

Student Differentiation

need

Pre- unit

measure %

Post-unit

measure %

Change in

percentage

Was unit goal

met?

A 50% 100 % 50 % Yes

B 33 % 100 % 67 % Yes

C Small Group 42% 100 % 58 % Yes

D 42% 100 % 58 % Yes

E 50% 100 % 50 % Yes

F IEP 42% 92 % 50 % Yes

H GT 33% 100 % 67 % Yes

I ESOL 50% 100 % 50 % Yes

J 50% 100 % 50 % Yes

K 50% 100 % 50 % Yes

L 67% 100 % 33 % Yes

M 33% 100 % 67 % Yes

N 50% 100 % 50 % Yes

O MOVED AWAY

P 58% 100 % 42 % Yes

Q 67% 100 % 33 % Yes

R 42% 100 % 58 % Yes

S 33% 100 % 67 % Yes

U 33% 100 % 67 % Yes

W ESOL / IEP 25% 100% 75% Yes

X

Student will

only be in class

for 1 week of

unit.

25%

92 %

67 %

Yes

T Small Group 67 % 67 % 0 % No

V Small Group/

IEP

67% 50% 17 % No

G Small Group 33% 83 % 50 % No

Totals: Average Pre

Test

Average Post

Test

# Of students

making gains

# of students

meeting goal

23 45 % 95 % 21 20


Student Analysis

When looking at the pre and post assessment results, 21 students increased their

test score percentage, one student did not increase his/her score, and one student had a

decrease in percentage by 17%. To achieve mastery on this unit, the student had to score

an 85% or higher. 20 out of 23 students mastered this unit. Student G made a gain of 50%,

but only a scored an 83% on the posttest. He/she did show growth and progress, but not

enough to have mastery on this unit goal. Student V, who showed a decrease in his/her test

scores by 17%, gets pulled out for literacy small group and ESOL during ELA. This

student missed a lot of whole group instruction time for this unit. This student is also under

observation for an IEP and has had instructional meetings with our RTI team. I plan on

pulling him/her into small group during reading workshop and reviewing goods and

services. This student speaks Spanish at home. To accommodate her/him, I plan on using

pictures and labels to model examples of goods and services. Along with student V, I plan

on pulling student T into the same small group. Student V showed 0 % gain from the

pretest to the posttest. This student speaks all Spanish at home and is the process of

receiving an IEP. I am going to pull these two students together and review for a few days.

I will then retest these two students to see if any progress was made. For student G, who

scored an 83%, I will have him/her use WIT time to stay inside the classroom and work on

a goods and services sort and games on the computer. After two days of games and review,

I will retest student G to check for mastery.

To integrate technology into the lessons, I made QR codes for classroom centers.

With the IPad, the students would scan the QR codes to complete the activity. QR codes

are good to use to differentiate learning. For example, if student A needs to be working on


an app to practice writing his numbers, he/she can scan a QR code to be taken to that app.

If student B is advanced and should be working on subtraction, he or she can scan a

different QR code to work on more advanced math objectives. In this unit we used QR

codes for matching, write the room, math activities, and sorting. In this unit we also used

our promethean board and laptops during work stations. The students highly enjoyed the

IPad activities. It kept them engaged, they stayed on task, and the activity was directly

related to the learning objective. The only downside to using the QR codes was, the first

time we used them it took the students a few tries to master the scanning process. I would

recommend that the teacher sit at this work station for the first day of QR codes, to guide

the students on how to become independent with the app.

I differentiated instruction using QR codes, and small reading groups. During work

stations, I pulled small groups to work with the children more one on one. Student X was

only in class for one week of the unit. For the week he/she was in class, I pulled him/her

individually and we played matching games, read books and had conversations about

goods and services. Even though this student was only preset for one week of the unit,

he/she scored a 92% on the posttest, which means mastery was met. For the ESOL

students, I used a flipchart with pictures. I modeled and pointed to the words and

examples, so these students would not fall behind because of their language barrier. I

communicated with our literacy interventionist to keep her informed of the unit we were

working on in class. She used this information to integrate books and lessons on goods and

services, when she pulled students away from the classroom.

At the beginning of this unit, the students thought that a ‘good’ meant something

that was “good” for you, and therefore thought a service was something that was “bad”.


When making selections on the pre-test, they would make their choice on whether the

picture showed something ‘good’, or something ‘bad’. When they were given the post-

test, the students understood the new meaning of the word good, and understood the

pictures more clearly. Student J said “That lady is a teacher; she is a service because she

does something for us”. During the posttest student J stopped at every picture that was a

service, and named all the tools the person needed for that job. I feel very successful about

this unit objective. For whole group instruction the students are ready to move on to the

next objective.


Post Test

UG: 1


Posttest Analysis:

The posttest is the same test as the pretest. I made the decision to use the same test for the

pre and posttest because this reduces the margin of error for testing. By using the same test, I can

accurately measure student growth, and progress. The test was given the exact way as the pretest.

They were in groups of three and the directions were read out loud to them. My test is aligned

with my unit goals because the children are being tested on the difference between goods and

services. They had to look at the picture and decide if it was a good or a service.

Posttest scoring:

The scoring for the posttest is the same scoring as the pretest;

There were 12 questions, and each question was worth 1 point. The number of correct

answers was divided by 12 and then multiplied by 100 to get the percentage. For

example; Student N had 6 correct answers. 6/12 = .5 .Then, .5 x 100 = 50. Student N

received a 50% on his/her pretest. To master the requirements on the test, the student

would need to receive an 85% below an 85% means the child did not meet expectations

on the test.


TWS Dimension 1 Rubric

Exemplary (2.000 pts) Acceptable (1.000 pt)

Unacceptable

(0.000 pt) N/A

School

characteristics (1.000,

14%)

NAEYC-INI-

2010.1.b SC-ADEPT-

06.1.A

Comprehensive

description of the

relevant and current

characteristics of the

school. NAEYC 1.b

General

comprehensive

description of the

relevant and current


school. NAEYC 1.b

Minimal description

of the relevant and

current


school. NAEYC

1.b

School and

community

resources (1.000,

14%)

NAEYC-INI-2010.2.a

SC-ADEPT-06.1.A

SC-USCB-CE-

CF.N.3

Comprehensive

description of

resources available in

the school and

community relevant

to students in

instruction. NAEYC

2.a

General

comprehensive

description of

resources available in

the school and

community relevant

to students in

instruction. NAEYC

2.a

Minimal or no

description of

resources available

in the school and

community relevant

to students in

instruction. NAEYC

2.a

Contextual factors

table (1.000, 14%)

NAEYC-INI-2010.1.a

SC-ADEPT-06.1.A

Contextual Factors

Table with all

required elements.

NAEYC 1.a

Contextual Factors

Table with most

required elements.

NAEYC 1.a

Incomplete or no

Contextual Factors

Table. NAEYC 1.a

Environmental and

physical

demands (1.000,

14%)

NAEYC-INI-2010.1.c

SC-ADEPT-06.1.A

SC-USCB-CE-

CF.R.4

Comprehensive

description of

environmental and

physical demands of

the classroom that

may affect learning.

NAEYC 1.c

General description

of environmental and

physical demands of

the classroom that

may affect learning.

NAEYC 1.c

Minimal description

of environmental

and/or physical

demands of the

classroom that may

affect learning.

NAEYC 1.c

Student

characteristics (1.000,

14%)

NAEYC-INI-2010.1.a

NCTE.2.1

NCTE.3.7.1 SC-

ADEPT-06.1.A SC-

USCB-CE-CF.N.3

Comprehensive

description of specific

relevant student

characteristics based

on contextual factors’

data. NCTE 2.1,

NCTE 3.7.1, NAEYC

1.a

General description

of specific relevant

student

characteristics based

on contextual factors’

data. NCTE 2.1,

NCTE 3.7.1, NAEYC

1.a

Minimal or no

description of

specific and relevant

student

characteristics is

provided. NCTE 2.1,

NCTE 3.7.1,

NAEYC 1.a


Instructional and

assessment

strategies (1.000,

14%)

NAEYC-INI-2010.4.c

NCTE.2.1

NCTE.3.7.1 SC-

ADEPT-06.2.A SC-

USCB-CE-CF.FI.13

Comprehensive

description of general

strategies for unit

instruction and

assessment based on

contextual factors.

NCTE 2.1, NCTE

3.7.1, NAEYC 4.c

General description

of general strategies

for unit instruction

and assessment based

on contextual factors.

NCTE 2.1, NCTE

3.7.1, NAEYC 4.c

Minimal description

of general and

strategies for

instruction and

assessment based on

contextual factors.

NCTE 2.1, NCTE

3.7.1, NAEYC 4.c

Writing

conventions (1.000,

14%)

NAEYC-INI-2010.6.c

SC-ADEPT-06.10.C

SC-USCB-CE-

CF.C.4

Demonstrates

mastery of English

language usage and

writing skills with no

mechanical errors. All

sources cited in the

narrative are

referenced.

References are

correctly cited using

APA. (NAEYC 6.c)

Demonstrates

mastery of English

language usage and

writing skills with

few mechanical

errors. Most sources

cited in the narrative

are referenced.

References are

correctly cited using

APA. (NAEYC 6.c)

Errors in English

language usage and

writing skills

interfere with

readability. Few or

no sources cited in

the narrative are

referenced.

References are not

cited using APA.

(NAEYC 6.c)

Comment:

There are several spelling, capitalization and punctuation errors in your

table.

Overall Score Exemplary Acceptable Unacceptable

12.000 pts 85.71%


Exemplary (2.000 pts) Acceptable (1.000 pt) Unacceptable (0.000 pt) N/A

Unit goals are

aligned with

standards (1.000,

25%)

NAEYC-INI-

2010.5.c SC-

ADEPT-06.2.A

SC-USCB-CE-

Unit goal(s) is/are

aligned with state

and/or national

standards and reflect

all of the big ideas of

the unit. NAEYC

5.c

Unit goal(s) is/are

aligned with state

and/or national

standards and reflects

some of the big ideas

of the unit. NAEYC

5.c

Unit goal(s) is/are

unclear and is/are not

properly aligned with

appropriate state

and/or national

standards. NAEYC

5.c


CF.FI.11

Comment:

"Students will describe what skills are needed for specific jobs..." I am

not sure that I read this in Standard K 4.3. Content area not identified (i.e.

Social Studies, Math, ELA, Science)

Unit goals are

measurable and

appropriate (1.000,

25%)

NAEYC-INI-

2010.5.c SC-

ADEPT-06.2.A

SC-USCB-CE-

CF.N.3

Unit goal(s) is/are

measurable,

challenging, and

appropriate. NAEYC

5.c

Unit goal(s) is/are

measurable. Unit

goal(s) is/are

somewhat challenging

and appropriate.

NAEYC 5.c

Unit goal(s) is/are not

measurable,

challenging and/or

appropriate. NAEYC

5.c

Rationale for

unit (1.000, 25%)

NAEYC-INI-

2010.5.c SC-

ADEPT-06.2.A

SC-USCB-CE-

CF.FI.10

Compelling rationale

for unit content

beyond inclusion in

standards. NAEYC

5.c

Adequate rationale

for unit content

beyond inclusion in

standards. NAEYC

5.c

Vague rationale for

unit content. NAEYC

5.c

Writing

conventions (1.000,

25%)

NAEYC-INI-

2010.6.c SC-

ADEPT-06.10.C

SC-USCB-CE-

CF.C.4

Demonstrates

mastery of English

language usage and


mechanical errors.

NAEYC 6.c

Demonstrates

mastery of English

language usage and

writing skills with

few mechanical

errors. NAEYC 6.c

Errors in English

language usage and

writing skills interfere

with readability.

NAEYC 6.c


6.000 pts 75%


Exemplary (2.000 pts)

Acceptable

(1.000 pt)

Unacceptable

(0.000 pt) N/A


Pre-assessment

content (1.000,

12%)

NAEYC-INI-

2010.3.d

NCTE.4.10 SC-

ADEPT-06.3.A

SC-USCB-CE-

CF.FI.13

Content of pre-assessment

targets highest priority

elements of the unit

goal(s). If

appropriate,alternative pre-

assessment and/or

administration is/are

addressed. Each

item/element is labeled by

unit goal, and point value.

NCTE 4.10, NAEYC 3.d

Minor changes to

the pre-assessment

needed to address

high priority

content. If

appropriate,

alternative pre-

assessment and/or

administration

is/are addressed.

Each item/element

are labeled by unit

goal and point

value. NCTE 4.10,

NAEYC 3.d

Significant changes

to the pre-

assessment needed

to address content.

If appropriate,

alternative pre-

assessment and/or

administration is

needed, but not

addressed.

Items/elements is

labeled by unit goal

and point value.

NCTE 4.10,

NAEYC 3.d

Pre-assessment

elements (1.000,

12%)

NAEYC-INI-

2010.3.d

NCTE.4.10 SC-

ADEPT-06.3.A

SC-USCB-CE-

CF.FI.13

Items (or elements) for

unit goal(s) in pre-

assessment are brief; they

address excellent range of

knowledge and skills from

basic to challenging.

NCTE 4.10, NAEYC 3.d

Items (or

elements) for unit

goal(s) in pre-

assessment need

minor

modifications; or

range of

knowledge and

skills needs

expanding. NCTE

4.10, NAEYC 3.d

Items (or elements)

for unit goal(s) in

pre-assessment need

significant

modifications and

range of knowledge

and skills need

significant

expansion. NCTE

4.10, NAEYC 3.d

Scoring

method (1.000,

12%)

NAEYC-INI-

2010.3.d

NCTE.4.10 SC-

ADEPT-06.3.A

SC-USCB-CE-

CF.FI.13

Scoring method for pre-

assessment is quick, easy,

and yields organized,

meaningful information.

Mastery level specified.

Directions included.

Scoring instrument(s)

is/are included. NCTE

4.10, NAEYC 3.d

Scoring method

for pre-assessment

is too time-

consuming or

yields confusing

information.

Mastery level

vague. Directions

included. Scoring

instrument(s) is/are

included. NCTE

4.10, NAEYC 3.d

Scoring method for

pre-assessment is

too time-consuming

and yields

confusing

information. No

mastery level

included. No

directions included.

Scoring

instrument(s) is/are

not included. NCTE

4.10, NAEYC 3.d

Table

elements (1.000,

12%)

NAEYC-INI-

Appropriately labeled

table includes all required

elements for this

dimension. Correct

computation of averages.

Appropriately

labeled table

includes all

required elements

for this dimension.

Inappropriately

labeled table with

some required

elements missing.

Incorrect


2010.3.c NAEYC 3.c Minor problems

with computation

of averages.

NAEYC 3.c

computation of

averages. NAEYC

3.c

Patterns

analyzed (1.000,

12%)

NAEYC-INI-

2010.3.b NCTE.2.3

NCTE.3.6.3

NCTE.4.10 SC-

ADEPT-06.3.B

SC-USCB-CE-

CF.R.5

Significant patterns are

accurately analyzed and

described based upon both

pre-assessment data and

contextual factors. NCTE

2.3, NCTE 3.6.3, NCTE

4.10, NAEYC 3.b

Patterns are

generally analyzed

and described

based upon pre-

assessment data or

contextual factors.

NCTE 2.3, NCTE

3.6.3, NCTE 4.10,

NAEYC 3.b

Patterns are

vaguely described

but are not based

upon pre-

assessment data or

contextual factors.

NCTE 2.3, NCTE

3.6.3, NCTE 4.10,

NAEYC 3.b

Instructional

decisions linked to

analysis (1.000,

12%)

NAEYC-INI-

2010.3.b NCTE.2.3

NCTE.3.6.3

NCTE.4.10 SC-

ADEPT-06.2.C

SC-USCB-CE-

CF.R.5

Specific instructional

decisions are linked to

analysis. NCTE 2.3, NCTE

3.6.3, NCTE 4.10, NAEYC

3.b

Instructional

decisions are

linked to analysis,

but lack

specificity. NCTE

2.3, NCTE 3.6.3,

NCTE 4.10,

NAEYC 3.b

Instructional

decisions are

generic. NCTE 2.3,

NCTE 3.6.3, NCTE

4.10, NAEYC 3.b

Overview of

assessment

plan (1.000, 12%)

NAEYC-INI-

2010.3.c NCTE.2.3

NCTE.3.6.3

NCTE.4.10 SC-

ADEPT-06.3.A

SC-USCB-CE-

CF.FI.13

Overview of assessment

plan contains unit goal(s)

that is/are assessed before,

during, and after

instruction with multiple

types of assessment. NCTE

2.3, NCTE 3.6.3, NCTE

4.10, NAEYC 3.c

Overview of

assessment plan

contains unit

goal(s) that is/are

assessed before,

during, and after

instruction. NCTE

2.3, NCTE 3.6.3,

NCTE 4.10,

NAEYC 3.c

Overview of

assessment plan

does not assess unit

goal(s) before,

during, and after

instruction. NCTE

2.3, NCTE 3.6.3,

NCTE 4.10,

NAEYC 3.c

Writing

conventions (1.000,

12%)

NAEYC-INI-

2010.6.c SC-

ADEPT-06.10.C

SC-USCB-CE-

Demonstrates mastery of

English language usage

and writing skills with no

mechanical errors. NAEYC

6.c

Demonstrates

mastery of English

language usage and

writing skills with

few mechanical

errors. NAEYC

6.c

Errors in English

language usage and

writing skills

interfere with

readability. NAEYC

6.c


CF.C.4


15.000 pts 93.75%

TWS Dimension 4

Exemplary (2.000 pts) Acceptable (1.000 pt)

Unacceptable

(0.000 pt)

N/

A

Lesson table

and rationale

for selection

of

lessons (1.000

, 11%)

NAEYC-INI-

2010.4.d

NCTE.4.1

SC-USCB-

CE-CF.N.3

Well developed table

of lessons, with all

components, and

compelling rationale

for selecting the

lessons (if

applicable).

NCTE.4.1, NAEYC

4.d

Table of lessons, with all

components, and rationale for

selecting the lessons (if

applicable). NCTE.4.1,

NAEYC 4.d

Missing components

in the table of

lessons and/or

missing rationale for

selecting the lessons

(if applicable).

NCTE.4.1, NAEYC

4.d

Standards/obj

ectives

aligned with

assessments;

assessments

attached (1.00

0, 11%)

NAEYC-INI-

2010.3.c

NCTE.4.10

SC-ADEPT-

06.2.A SC-

USCB-CE-

CF.FI.11

All state standards

and/or specific

learning objectives

aligned with

assessments. All

assessments are listed

and attached.

NCTE.4.10, NAEYC

3.c

State standards and/or

specific learning objectives

generally aligned with

assessments. All assessments

are listed and are attached.

NCTE.4.10, NAEYC 3.c

State standards

and/or specific

learning objectives

are not aligned with

assessments.

Assessments are not

listed and/or not

attached. NCTE.4.10,

NAEYC 3.c

Comment:

The assessments that had students determine whether a picture described a

good or a service/farm or factory aligned well with your objectives.


Rationale

relevant to

unit

goal(s) (1.000

, 11%)

NAEYC-INI-

2010.4.d

NCTE.4.1

SC-USCB-

CE-CF.FI.11

Lessons show

excellent

rationale/relevance to

the unit goal(s).

NCTE.4.1, NAEYC

4.d

Lessons show general

rationale/relevance to the unit

goal(s). NCTE.4.1, NAEYC

4.d

Lessons show little

or no

rationale/relevance to

the unit goal(s).

NCTE.4.1, NAEYC

4.d

Comment:

You made important connections that allowed students to think about the

importance of goods and services in their lives.

Materials and

procedures (1.

000, 11%)

NAEYC-INI-

2010.5.c

NCTE.4.1

SC-ADEPT-

06.2.B

All needed materials

are listed. Procedures

are logical, in detail,

and clearly written.

NCTE.4.1, NAEYC

5.c

Most needed materials are

listed. Most procedures are

logical, in some detail, and

adequately written.

NCTE.4.1, NAEYC 5.c

Few or no needed

materials are listed.

Procedures are

illogical, lack detail,

and/or vaguely

written. NCTE.4.1,

NAEYC 5.c

Interventions

relate to

contextual

factors (1.000

, 11%)

NAEYC-INI-

2010.3.d

NCTE.2.1

NCTE.3.1.1

SC-ADEPT-

06.2.B SC-

USCB-CE-

CF.FI.13

Interventions are

related closely to

individual student

needs as outlined in

contextual factors and

specific to the

individual lesson

plans. NCTE.2.1,

NCTE.3.1.1, NAEYC

3.d

Most interventions are

related to individual student

needs as outlined in

contextual factors and most

are specific to the individual

lesson plans. NCTE.2.1,

NCTE.3.1.1, NAEYC 3.d

Little or no

interventions are

related to individual

student needs as

outlined in

contextual factors

and few or none are

specific to the

individual lesson

plans. NCTE.2.1,

NCTE.3.1.1, NAEYC

3.d

Comment:

What interventions were made for student X (not on original contextual table)

besides time? Did you use any peer support or 1 to 1 explanations, etc.?


Use of

technology (1.

000, 11%)

NAEYC-INI-

2010.4.b

NCTE.4.1

SC-ADEPT-

06.5.A SC-

ADEPT-

06.5.B SC-

USCB-CE-

CF.C.4

Complete description

of the use of

technology in at least

one lesson.

NCTE.4.1, NAEYC

4.b

General description of the

use of technology in at least

one lesson. NCTE.4.1,

NAEYC 4.b

Vague or missing

description of the use

of technology in at

least one lesson

NCTE.4.1, NAEYC

4.b

Reflections

and analysis

of student

performance (

1.000, 11%)

NAEYC-INI-

2010.4.d

NCTE.2.3

NCTE.4.10

SC-ADEPT-

06.7.A SC-

ADEPT-

06.7.B SC-

USCB-CE-

CF.R.5

Reflections

accurately use student

assessment data to

summarize and

analyze student

performance.

NCTE.2.3,

NCTE.4.10, NAEYC

4.d

Most reflections accurately

use student data to

summarize and analyze

student performance.

NCTE.2.3, NCTE.4.10,

NAEYC 4.d

Reflections vaguely

and/or inaccurately

and/or do not use

student data to

summarize and

analyze student

performance.

NCTE.2.3,

NCTE.4.10, NAEYC

4.d

Reflections

and changes

to increase

student

learning (1.00

0, 11%)

NAEYC-INI-

2010.4.d

NCTE.2.1

NCTE.2.3

NCTE.3.1.1

SC-ADEPT-

06.5.A SC-

ADEPT-

06.5.B SC-

ADEPT-

06.7.A SC-

ADEPT-

Reflections suggest

specific changes to

increase student

learning through

accommodations/mod

ifications/ extensions.

NCTE.2.1, NCTE.2.3,

NCTE.3.1.1, NAEYC

4.d

Reflections suggest general

changes to increase student

learning through

accommodations/modificatio

ns/extensions. NCTE.2.1,

NCTE.2.3, NCTE.3.1.1,

NAEYC 4.d

Reflections vaguely

suggest or do not

address changes to

increase learning

through

accommodations/mo

difications

/extensions.

NCTE.2.1,

NCTE.2.3,

NCTE.3.1.1, NAEYC

4.d


06.7.B SC-

USCB-CE-

CF.R.5

Writing

conventions (

1.000, 11%)

NAEYC-INI-

2010.6.c SC-

ADEPT-

06.10.C SC-

USCB-CE-

CF.C.4

Demonstrates

mastery of English

language usage and


mechanical errors.

NAEYC 6.c

Demonstrates mastery of

English language usage and

writing skills with few

mechanical errors. NAEYC

6.c

Errors in English

language usage and

writing skills

interfere with

readability. NAEYC

6.c


17.000 pts 94.44%

Instructor’s Comments: I enjoyed observing the lesson on goods and services. Your small

group center activities were well planned and creative. You did a good job of incorporating

technology with the QR codes and the interactive Promethean board activity as well as the

listening centers and computers. The students enjoyed moving around during the WTR

activity and they collaborated as they determined what each picture represented. I would

recommend additional information about the accommodations/modifications/extensions;

i.e., were the expectations modified for the students who were pulled for literacy or

guidance? When did they complete their assignments? What type of extensions were in the

folders for the students who finished early?

TWS Dimension 5

Exemplary (2.000 pts) Acceptable (1.000 pt) Unacceptable (0.000 pt)

N/

A

Post-assessment

attached and

aligned with unit

goal(s) (1.000,

8%)

NAEYC-INI-

2010.3.d

NCTE.4.10 SC-

USCB-CE-

Post-assessment is

attached and all items

are aligned with unit

goal (s). NCTE 4.10,

NAEYC 3.d

Post-assessment is

attached and most

items are aligned with

unit goal(s). NCTE

4.10, NAEYC 3.d

Post-assessment is

not attached or some

post-assessment items

lack alignment. NCTE

4.10, NAEYC 3.d


CF.FI.11

Scoring and

criteria for

mastery

explained;

scoring

instruments

included (1.000,

8%)

NAEYC-INI-

2010.3.d

NCTE.4.10 SC-

ADEPT-06.3.C

SC-USCB-CE-

CF.FI.13

Scoring and criteria

for mastery are clearly

explained. All scoring

instruments are

included. NCTE 4.10,

NAEYC 3.d

Scoring and criteria

for mastery lack

specificity. All scoring

instruments are

included. NCTE 4.10,

NAEYC 3.d

Scoring and

explanation of criteria

for mastery are not

identified or are

inappropriate. Some

scoring instruments

are included. NCTE

4.10, NAEYC 3.d

Rationale related

to pre-

assessment (1.00

0, 8%)

NAEYC-INI-

2010.4.d

NCTE.4.10 SC-

USCB-CE-

CF.R.5

Logical and complete

rationale for

relationship to pre-

assessment. NCTE

4.10, NAEYC 4.d

Vague but plausible

rationale for


assessment. NCTE

4.10, NAEYC 4.d

Rationale for


assessment is missing.

NCTE 4.10, NAEYC

4.d

Table is labeled;

includes required

elements (1.000,

8%)

Appropriately labeled

table includes all

required elements for

this dimension. Correct

computation of data.

Table includes most

required elements for

this dimension.

Computation of data

with minor errors.

Inappropriately

labeled tables with

some required

elements missing.

Incorrect computation

of data.

Analysis of

student learning;

references data to

support

conclusions (1.00

0, 8%)

NAEYC-INI-

2010.3.d

NCTE.2.3

NCTE.4.10 SC-

ADEPT-06.3.C

SC-USCB-CE-

Prompt 1: Clear and

specific analysis of

overall student

learning of the entire

unit which thoroughly

references data to

support conclusions.

NCTE 2.3, NCTE 4.10,

NAEYC 3.d

Prompt 1: General

analysis of student

learning of the entire

unit which references

some data to support

conclusions. NCTE

2.3, NCTE 4.10,

NAEYC 3.d

Prompt 1: Superficial

analysis of overall

student learning of the

entire unit which

references data to

support conclusions.

NCTE 2.3, NCTE

4.10, NAEYC 3.d


CF.R.5

Description of

unit goal/lesson

objective on

which students

did well; analysis

of why results

occurred (1.000,

8%)

NAEYC-INI-

2010.3.d

NCTE.2.3

NCTE.4.10 SC-

ADEPT-06.3.C

SC-USCB-CE-

CF.R.5

Prompt 2: Detailed

description of unit

goal/ lesson objective

on which students did

well. Thoughtful

analysis of why these

results occurred. NCTE

2.3, NCTE 4.10,

NAEYC 3.d

Prompt 2: General

description of unit

goal/lesson objective


well. Some analysis of

why these results

occurred. NCTE 2.3,

NCTE 4.10, NAEYC

3.d


description of unit



well. Little or no


results occurred.

NCTE 2.3, NCTE

4.10, NAEYC 3.d

Description of

unit goal/lesson

objective on

which students

did poorly;

analysis of why

results

occurred (1.000,

8%)

NAEYC-INI-

2010.3.d

NCTE.2.3

NCTE.4.10 SC-

USCB-CE-

CF.FI.10 SC-

USCB-CE-

CF.R.5

Prompt 3: Detailed

description of unit



poorly. Thoughtful


results occurred. NCTE

2.3, NCTE 4.10,

NAEYC 3d

Prompt 3: General

description of unit



poorly. Some analysis

of why these results

occurred. NCTE 2.3,

NCTE 4.10, NAEYC

3d


description of unit



poorly. Little or no


results occurred.

NCTE 2.3, NCTE

4.10, NAEYC 3d

Description of

instructional

changes to ensure

student mastery

on most difficult

goal/lesson

objective (1.000,

8%)

NAEYC-INI-

2010.5.c

NCTE.2.1

Prompt 4: Detailed

description of

instructional changes

needed to ensure

mastery by all students

on the most difficult

goal/lesson objective.

NCTE 2.1, NCTE 2.3,

NCTE 4.10, NAEYC

5.c

Prompt 4: General

description of


needed to ensure

mastery by all

students on the most

difficult goal/lesson

objective. NCTE 2.1,

NCTE 2.3, NCTE

4.10, NAEYC 5.c


description of


needed to ensure

mastery by all

students on the most

difficult goal/lesson

objective. NCTE 2.1,

NCTE 2.3, NCTE

4.10, NAEYC 5.c


NCTE.2.3

NCTE.4.10 SC-

USCB-CE-

CF.FI.10

Excel table sorted

by mastery and/or

gains; discussion

of individual

student's

performance (1.0

00, 8%)

NAEYC-INI-

2010.3.d

NCTE.2.1

NCTE.2.3

NCTE.4.10 SC-

USCB-CE-

CF.C.4

Prompt 5: Excel data

table is sorted by either

mastery or gains and

displayed correctly.

Detailed discussion of

individual students

who did not meet

mastery or who made

significant or minimal

gains. NCTE 2.1,

NCTE 2.3, NCTE 4.10,

NAEYC 3.d


table is sorted by

either mastery or gains

and displayed

correctly. Some

discussion of

individual students

who did not meet

mastery or who made


gains. NCTE 2.1,

NCTE 2.3, NCTE

4.10, NAEYC 3.d


table is not sorted by

either mastery and/or

gains or displayed

incorrectly. Little or

no discussion of

individual students

who did not meet

mastery or who made


gains. NCTE 2.1,

NCTE 2.3, NCTE

4.10, NAEYC 3.d

Description of

interventions;

explanation of

effectiveness on

individual student

learning (1.000,

8%)

NAEYC-INI-

2010.3.d

NCTE.2.1

NCTE.2.3

NCTE.4.10 SC-

USCB-CE-

CF.FI.13

Prompt 6: Detailed

description of

interventions

(accommodations

/modifications/extensio

ns) including those

described in D.1.

Specific explanations

of which were most

effective and least

effective on individual

student learning.

NCTE 2.1, NCTE 2.3,

NCTE 4.10, NAEYC

3.d

Prompt 6: General

description of

interventions

(accommodations/

modifications/extensio

ns) including those

described in D.1.

Some explanation of

which were most

effective and least

effective on individual

student learning.

NCTE 2.1, NCTE 2.3,

NCTE 4.10, NAEYC

3.d


description of

interventions

(accommodations/

modifications/extensio

ns) including those

described in D.1.

Little or no

explanation of which

were most effective

and least effective on

individual student

learning. NCTE 2.1,

NCTE 2.3, NCTE

4.10, NAEYC 3.d

Comment:

Would you use different materials and strategies as you pulled the students

into small groups for reteaching?

Instructional

technology by

teacher and/or

students and

reflection (1.000,

8%)

Prompt 7 Complete

lists of use of multiple

types of instructional

technology by both

teacher and students.

Thoughtful reflection

Prompt 7: General

lists of use of

instructional

technology by teacher

and/or students. Some

reflection on benefits

Prompt 7: Incomplete

lists or limited use of

instructional

technology by teacher

and/or students. Little

or no reflection noted


NAEYC-INI-

2010.4.b

NCTE.3.6.3 SC-

USCB-CE-

CF.C.4

on benefits and/or

drawbacks of

technology chosen.

NCTE 3.6.3, NAEYC

4.b

and/or drawbacks of

technology chosen.

NCTE 3.6.3, NAEYC

4.b

on benefits and/or

drawbacks of

technology chosen.

NCTE 3.6.3, NAEYC

4.b

Writing

conventions (1.00

0, 8%)

NAEYC-INI-

2010.6.c SC-

ADEPT-06.10.C

SC-USCB-CE-

CF.C.4

Demonstrates mastery

of English language

usage and writing

skills with no

mechanical errors.

NAEYC 6c

Demonstrates mastery

of English language

usage and writing

skills with few

mechanical errors.

NAEYC 6c

Errors in English

language usage and

writing skills interfere

with readability.

NAEYC 6c


23.000 pts 95.83%

Documents

Teacher Work Sample Melanie Goolsby Kindergarten Fall · PDF fileTeacher Work Sample Melanie Goolsby Kindergarten ... Detailed Lesson Plan ... labeled with the English word and a