Complied Tws - Kristen Hernandez

Running Header: Teacher Work Sample
Kristen Hernandez Teacher Work Sample September 2013 -November 2013 EED/490 Dr. April Grace EED495 Cindy Jamison
Table of Contents
Standard 1..pg. 3-6 Standard 2..pg. 7- 10 Standard 3..pg. 11-15 Standard 4..pg. 16- 18 Standard 5..pg. 19-21 Standard 6..pg. 22-34 Standard 7..pg. 35-38 Works Sitedpg. 39 Artifacts..pg. 40-48 Learning Goal 1 Skill check sheet Learning Goal 2 Skill check sheet Learning Goal 3 Skill check sheet Reading Assessment Scores and Reading Levels Bookmark used to track personal reading goals
Standard 1-Contextual Factors TWS Standard: The teacher uses information about the learning/teaching context and student individual differences to set learning goals, plan instruction, and assess learning. COMMUNITY, DISTRICT, AND SCHOOL FACTORS Community Heritage Elementary School is located in Woodburn, Oregon. Woodburn is a very diverse community, as of the 2010 census the population was 24,090. The ethnicity of the city is predominantly white and Hispanic/Latino, with less than 5% of any other races. The median household income is $41,787. The District Heritage is part of the Woodburn school District. The district serves the over 5,525 students in grades K-12 across four elementary, two middle and one high school that is divided into five small high schools. Students have the opportunity to graduate with a bilingual education and an International Baccalaureate Diploma, which is recognized around the world. (BAUTISTA, November 2011)Within this district, 78.2% of the students qualify for Free or Reduced Lunch, 29.2% of the students living below poverty level, and 41.85% are considered English Language Learners. The average Student to Teacher Ratio is: Grade K - 25:1, Grades 13 - 27:1, Grades 4-8 - 29:1, Grades 9-12 - 30:1. The Licensed staff including: Teachers, Librarians, and Counselors 72% have a Masters Degrees or Higher. The School Heritage Elementary serves over 900 students and utilizes 6 portable classrooms trailers and an annex that houses 4th and 5th grades. Heritage is now serves over 900 students. The school has 3 language strands. Students learn in their native language (Russian, or Spanish) as
well as English. Heritage Elementary School is the only bilingual school working with a bilingual Spanish-English, Russian-English and English-Spanish strand in the nation. (BAUTISTA, November 2011) The Classroom The classroom where I will be teaching is located in the main building in the green pod that houses all the first grade classrooms. It is the only English only 1st grade classroom. Jacalyn McElhinny is the classroom teacher and my Cooperative teacher. The classroom has five table desks in the center of the room. At each table six students are seated, three on each side. At the end of the center table is a small bookshelf that holds textbooks, and an overhead projector cart that is park in front of book case. A coat rack on which students hang their belongings extends over two-thirds of the back wall of the room. Both above and below the coatracks are cubbies. Most are used to hold individual student book tubs and their clipboards, the rest hold various classroom materials and manipulatives. The wall to the right of the coatrack is lined with selves that house the classroom library. The library is divided into generas and in labeled bins. To the right of the student library, along the same wall, is the rug area. On the wall in this area are various chart holders and posters that relate to what is being studied at the time. There is also an isle with a dry erase board located in the area of the carpet for the teacher to use during lessons. The next wall, to the right of the rug has the Dry erase blackboard, projector screen, large table for student teacher group work, and the teacher desk. Mrs. McElhinny has added a second small teacher table/ desk for my use during my student teaching. Along the last wall is the door where student enter/exit, and a long counter with upper and lower cabinets used to store various supplies and teaching materials. The counter has a sink and water fountain for class use, and student mailboxes. At the end of the counter is a large teacher file cabinet and a table that holds
student computer. The classrooms technology in the classroom includes two student computers, on teacher laptop, an ELMO document camera and overhead project, and a small boom box that plays both cassettes and CDs. The teacher also has five laptop-like word processors, called Emates, and a few LeapPads with software. So far students have not uses the Emates or LeapPads, but they are available for use. Classroom rules are school based on the school PBIS model of Safe, Respectful; and Responsible. All students are expected to follow these behaviors both in the classroom and outside of the classroom. The Students There are 29 students in class, 16 males and 13 females. Of the students, 13 are identified as Hispanic, 11 as White or Caucasian, and 5 as Somali. Of these students 16 are identified and ELL and are receiving ESOL services. Six students are Beginning/Early intermediate, two students are intermediate, and four are Early Advanced/ Advanced level. Spanish is the first language for eleven, while five of the students were raised speaking Somali. The remaining 13 students attend FLES (Foreign Language in the Elementary School). Eleven of the students attend Spanish FLES and two attend Russian FLES. They are all English native speakers. Currently Three students are receiving Resource help in either math, or Reading. One student is currently on an IEP (for speech). There are a few students that are in various stages of the referral process for Service. Some of the issues include low academic achievement, suspected autism, and suspected ADHD. Instructional Implications I feel that all of the school, community, student and learning factors contributed to my instructional strategies. When planning lessons and assessments it will be important to consider my student language levels, special needs, academic achievement levels and behavioral issues. I
will need to include a variety of learning styles to ensure I reach the most students. I feel that students learn best when they have a connection to what they are learning. I will include real-life and analogies in my lessons and use the interests of the students to engage them. I will be able to monitor the students progression with each objective. I will also be able to monitor their learning in order to change my teaching strategy.
STANDARD 2: LEARNING GOALS AND OBJECTIVES 1 Grade Literacy Unit- Readers Build Good Habits Learning Goals Learning Goal 1: Establish Rules, Centers and expectations o Objective 1: Students will get ready to read by finding a smart spot to read (a bubble space, and a safe place). o Objective 2: Students will be able to read their books by reading the illustrations. o Objective 3: Students will be able to read their books by reading the words. o Objective 4: Students will know that one way to read a book is by retelling a story we already know. o Objective 5: Students will get ready to read by previewing o Objective 7: Students will get ready to read a new book by thinking about what kind of words they might see in the book. o Objective 7: Students will build stamina by focusing on their reading for longer periods of time. o Objective 8: Students will refocus by going back and rereading to remember the last part they read. o Objective 9: Students will learn more from their books by rereading with their best storyteller voice. o Objective 10: Students will learn more from their books by rereading and finding something new from the pictures or the text. o Objective 11: Students will set goals by keeping track of how many books they read and then try to read more.
Learning Goal 2: Make movies in our minds (visualization) o Objective 1: Students will learn more from their books by rereading with a partner. o Objective 2: Students will read books with a partner by taking turns. o Objective 3: Reading partners practice their reading by echoing each other. o Objective 4: Partners set goals by keeping track of how many books they read and then try to read more. o Objective 5: Students will make connections by thinking about how their own experiences are like the book. o Objective 6: Students will make connections by thinking about how their book is like another book they have already read. o Objective 7: Students will make connections by thinking about how the book reminds them of something in the world around them.
Learning Goal 3: Being independent learners in a partner setting o Objective 1: Students will make movies in their minds by using their senses. (Visualizing) o Objective 2: Reading partners make meaning together by retelling our stories to our partners. o Objective 3: Reading partners make sure their partners dont get stuck by asking them to try different strategies. o Objective 4: Reading partners share books by talking about funny parts, sad parts, confusing parts or parts that surprised us.
o Objective 5: Students will talk about books with the partners by asking and answering thoughtful questions
Justification of Goals and Objectives These Goals and objectives are based on Common Core State Standards for first graders. The goal of this unit is to build an environment in the classroom that celebrates students as they become active readers. Students learn what it looks like and sounds like in a classroom. This unit helps students to become more independent readers. Students will also learn how to work as a partner to share the reading experience and grow and learn together.
Alignment with National, State, and Local Standards 1.RL.1 1.RL.2 Ask and answer questions about key details in a text. Retell stories, including key details, and demonstrate understanding of their central message or lesson. 1.RL.3 1.RL.4 Describe characters, settings, and major events in a story, using key details. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. 1.RL.7 1.RL.9 1.RF.4 Use illustrations and details in a story to describe its characters, setting, or events. Compare and contrast the adventures and experiences of characters in stories. Read with sufficient accuracy and fluency to support comprehension. a. Read grade-level text with purpose and understanding.
b. Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. 1.SL.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). b. Build on others talk in conversations by responding to the comments of others through multiple exchanges. c. Ask questions to clear up any confusion about the topics and texts under discussion. 1.SL.4 Describe people, places, things, and events with relevant details,
expressing ideas and feelings clearly.
STANDARD 3: ASSESSMENT PLAN The purpose of the unit is for all students to be able to choose the right books, build stamina by read longer text for more time, solve unknown parts of text, understand the stories they read, and use fluency to convey meaning. All of the assessments that I will be giving will identify strengths and weaknesses in the students reading habits, and use the information to teach skills to help them become good readers. Pre-test In preparation of planning for the literacy unit I will have students do self-read during the week prior noting the areas where they currently have skill in each of the goal areas. I will use the check lists for each area and make notations about each student, specifically looking for what habits students use to read, build stamina, fluency, meaning and attention to print. This will be the pretest for the unit. Once this is complete I will do a different lesson each day that addresses each of the skill areas. Assessment during Unit Each day student will be taught a lesson on the different habits of a good reader. After the lesson students will do read to self, or partners depending on the lesson, and I will observe whether or not they are using the skill. The list will be ongoing, so even if the student doesnt use the skill the day of the lesson they will be marked when they do learn to use that particular skill. Learning Goal Establish Rules, Centers and expectations Formative assessment Observation by teacher with skill checklist: Students get ready to read by finding a smart spot to read (a bubble space, and a safe place).
Students are able to read their books by reading the illustrations. Students are able to read their books by reading the words. Students know that one way to read a book is by retelling a story we already know.
Students get ready to read by previewing Students get ready to read a new book by thinking about what kind of words they might see in the book.
Students build stamina by focusing on their reading for longer periods of time. Students refocus by going back and rereading to remember the last part they read.
Students learn more from their books by rereading with their best storyteller voice.
Students learn more from their books by rereading and finding something new from the pictures or the text.
Students keep track of how many books they read and then try to read more.
Learning Goal Make movies in our minds (visualization) Formative assessment Observation by teacher with skill checklist: Students learn more from their books by rereading with a partner. Students can read books with a partner by taking turns. Partners practice their reading by echoing each other. Partners set goals by keeping track of how many books they read and then try to read more.
Students make connections by thinking about how their own experiences are like the book.
Make connections by thinking about how their book is like another book they have already read.
Make connections by thinking about how the book reminds them of something in the world around them.
Learning Goal Being independent learners in a partner setting Formative assessment Observation by teacher with skill checklist: Students make movies in their minds by using their senses. (Visualizing) Partners make meaning together by retelling our stories to our partners. Partners make sure their partners dont get stuck by asking them to try different strategies. Partners share books by talking about funny parts, sad parts, confusing parts or parts that surprised us. Can talk about books with the partners by asking and answering thoughtful questions Justification The Literacy curriculum used by this school and school district has assessments that are required. The areas being assessed align with the Common Core Standards for the State of Oregon. In addition to the required assessments I will use informal questioning and observe how students use the skill learned from each of the lesson. When assessed: Description of Assessment: Learning Goal
assessed: Week before unit Pre-unit Assessment Checklist Using the checklist of skills, teacher will observe students and note the skills they have prior to the lesson and areas of deficiency. Unit checklist- Each day students will be observed during Read to self/ Partner reading, and be assessed on the skill they learned in that days lesson. They will also be assessed on their mastery of prior days skills, if they had not mastered in the prior day(s). Anecdotal notes on listening to kids read students and their skill levels. Conferencing with individual 1,2,3
Daily
1,2,3
Daily (at least once a week) Daily (at least once a week)
1,2,3
1,2,3
Additional assessments These are additional assessments for unit that are required by the school and school district during this unit: Formative Assessment Spelling inventory- Lists part of the Fountas and Pinnell-Benchmark Assessment System This is given to students prior to the Fountas and Pinnell-Benchmark Assessment System. Students read through each list. The results are used to find a starting place for the reading assessment and with the assessment information will identify reading levels. Running Records with Miscue Analysis- as students are self-reading teacher or Educational assistant can do running record Concept about print assessment- assesses students level of understanding/misunderstandings of these conventions. This assessment of emergent literacy print concepts includes: Book orientation knowledge, Understanding of principles involving the directional arrangement of print on the page, the knowledge that
print, not picture, contains the story, Understanding of important reading terminology such as word, letter, beginning of sentence, and top of page, and Understanding of simple punctuation marks. Summative Assessment Fountas and Pinnell-Benchmark Assessment System This is the reading assessment required by the school district used to identify the current reading level of the student. Assessment will identify the students individual, instructional and too hard reading level.
STANDARD 4: DESIGN FOR INSTRUCTION The teacher designs instruction for specific learning goals and objectives, student characteristics and needs, and learning contexts. Instructional design must include literacy instruction as appropriate for the content requirements, grade or authorization level, and contextual factors. Design for Instruction Monday Tuesday
Students self-readPre assessment of skills Mini lesson 1 -2 Readers can read their books by reading the illustrations. 1.RML.1-2 Read to self to practice skills
Wednesday
Students self-readPre assessment of skills Mini lesson 1-3 Readers can read their books by reading the words. 1.RML.1-3 Read to self to practice skills
Thursday
Students self-readPre assessment of skills Mini lesson 1-4 (Keep building stamina) Readers know that one way to read a book is by retelling a story we already know. 1.RML.1-4 Read to self to practice skills Mini lesson 1-9 Readers learn more from their books by rereading with their best storyteller voice. 1.RML.1-9 Read to self to practice skills
Friday
Students self-readPre assessment of skills Mini lesson 1-5 (Keep building stamina) Readers get ready to read by previewing 1.RML.1-5 Read to self to practice skills
Mini lesson 1-1 Readers get ready to read by finding a smart spot to read (a bubble space, and a safe place). 1.RML.1-1 Read to self to practice skills
Mini lesson 1-6 (Keep building stamina) Readers get ready to read a new book by thinking about what kind of words they might see in the book. 1.RML.1-6 Read to self to practice skills
Mini lesson 1-7 (Think aloud about visualization in read aloud time) Readers build stamina by focusing on their reading for longer periods of time. 1.RML.1-7 Read to self to practice skills
Mini lesson 1-8 Readers refocus by going back and rereading to remember the last part they read. 1.RML.1-8 Read to self to practice skills
Mini lesson 1-10 Readers learn more from their books by rereading and finding something new from the pictures or the text.1.RML.1-10 Read to self to practice skills
Mini lesson 1-11 Readers set goals by keeping track of how many books they read and then
Mini lesson 1-12 Readers learn more from their books by rereading with a
Mini lesson 1-13 Readers read books with a partner by taking turns.
Mini lesson 1-14 Reading partners practice their reading by echoing each
Mini lesson 1-15 Partners set goals by keeping track of how many books they read and then

try to read more. 1.RML.1-11 partner. 1.RML.1-12 Read to self to practice skills Read to self to practice skills 1.RML.1-13 Read to self to practice skills other. 1.RML.1-14 Partner read to practice skills try to read more. 1.RML.1-15 Partner read to practice skills
Mini lesson 1-16 Readers make connections by thinking about how their own experiences are like the book. 1.RML.1-16 Read to self to practice skills
Mini lesson 1-17 Readers make connections by thinking about how their book is like another book they have already read. 1.RML.1-17
Mini lesson 1/18 Readers make connections by thinking about how the book reminds them of something in the world around them. 1.RML.1-18
Mini lesson 1/19 Readers make movies in their minds by using their senses. (Visualizing) 1.RML.1-19
Mini lesson 1-20 Reading partners make meaning together by retelling our stories to our partners. 1.RML.1-20
Read to self to practice skills
Read to self to practice skills Mini lesson 1-23 Readers talk about books with the partners by asking and answering thoughtful questions 1.RML.1-23 Read to self to practice skills
Read to self to practice skills
Partner read to practice skills
Mini lesson 1-21 Reading partners make sure their partners dont get stuck by asking them to try different strategies. 1.RML.1-21 Partner read to practice skills
Mini lesson 1-22 Reading partners share books by talking about funny parts, sad parts, confusing parts or parts that surprised us. 1.RML.1-22 Read to self to practice skills
Reading Celebration
* Read to self with stuffed animal friend. * Illustrate favorite part of Eric Carle book with watercolors. * create bookmarks * Popcorn snack
Activities that Represent a Variety of Instructional Strategies and Why Use Them Week 1 - Students will do read to self with books they choose. Teacher will observe students during this time using the checklist of skills (Learning Goal Objectives). Week 2 to 5- Literacy block will begin with a 7-10 minute mini lesson on the topic of the day.
Lesson begins with a connection. This includes a recap of prior lesson(s) and the introduction of new skill. The next step is teaching/ demonstration of skill. Teacher uses a big book to act out how to use the new skill. Then for active involvement, elbow partners try out the new skill prior to going off on own. Finally the link or recap is given to prepare students to do new skill on own. They are then sent off to self-read/ Partner read. At the mid-point teacher will check in with students for understanding about new skill. Student will then return to self-read/ Partner read until the end of the reading time. During the Read to self-time Teacher circulates around with checklist noting mastery of skills, anecdotal notes on listening to kids read, Running Records with Miscue Analysis, and individual student conferencing. Additional tests- The school district requires additional testing that is done during this unit but not related to the learning goals and objective. These tests will be completed by the Cooperative teacher and student teacher. Both teachers will confer on results. These assessments include: The Fountas & Pinnell benchmark reading assessment and the corresponding spelling inventory that the assessment requires. For student unable to pass the level AA, they will be given the Concepts about print assessment to identify strengths and weaknesses. Final day of week 5- On the last day of the unit will be a Reading celebration. This is to celebrate the students achievement of finishing unit one and becoming better readers. Celebration will include: an art project on illustration, create bookmarks, read aloud, and popcorn or other special treat. In addition Students will be able to bring a stuffed animal from home to be their reading buddy during the literacy block.
Standard Five: Instructional Decision-Making Decision making during lessons is very important to ensuring students success. I need to see what is working and not working. Once we have this information we need to use it to adjust lessons to fit the needs of the students. Modifying Instructional Design: Example 1 While I was observing during the read to self-time after mini lesson number eight I noticed that several of the students were having difficulty using the time effectively and maintaining stamina. Students were flipping through their books, not really reading, and others were rolling around on the floor playing around. The next day, instead of going on to the next lesson, I did a review lesson on what the purpose of this reading time is, how and why we need to build up our stamina, and the importance of choosing a book that is right for us. I introduced a timer, so they would know when time was up and that we would slowly increase the time as we gained stamina. I also introduced a chart where we could keep track of the progress of our stamina. I then showed the student how to choose a just right for me book and gave then time to choose a few books to add to their book tubes. The next read-to-self time went much better, students spent more time reading since their books were a better fit. They made it until the 10 minutes of reading knowing the timer would chime when time was up, and were proud that they increased their stamina and were able to record it on the chart.
Modifying Instructional Design: Example 2 Each student is at a different stage in their reading level. They each need to use different strategies as well. After completing all the benchmark reading assessments, and analyzing the data, I found that we needed to find a way to help the students find the strategies that will best help them grow as a reader. The important part was that they needed to know and remember the goal so they can work on it. I spoke to my cooperative teacher and a few of the other 1st grade teachers and came up with the idea of bookmarks that would have a spot for the goal, and that could change as they grow and a way of showing progress toward the goal. I then met with each student and let then choose one strategy; from some that I chose that best suited them. I then explained how to use the strategy. During independent reading time while students are doing silent reading, I circulate around and check in with students to see if they are using the goal. If they are not I remind them of why it is important and how to use it. If they were using the strategy correctly, I would sign one of the spots on the bookmark. Three times mastering the strategy and students would get a new goal. The completed goal would then be place in their toolbox so they could use it in the future. The book mark is always next to them as a reminder of what they are working on, and anyone who walked into the room would be clear on what it was as well. Summary and Conclusions In conclusion, Decision making during lessons is very important to ensuring students success. I need to see what is working and not working. Once we have this information we need to use it to adjust lessons to fit the needs of the students. This was very evident as I observed and assessed my students. Knowing what they need as individual students and
focusing lessons and activities to fit those needs is what needs to be done to guide students to success and growth.
Standard 6: Analysis of Results As my unit comes to a close it is important as the teacher to analyze the results. The results will reveal the success of the lesson and my effectiveness as a teacher. I looked at three main areas to judge the success or failure of the lesson. The first part was to compare the pre and post assessment results of both the overall learning goals and the individual objectives with in them. I then measured the number of students who made growth. I did this by looking at the number of students who were at the secure level before the unit and then after. Finally I looked at the growth made in reading levels since the unit was meant to sharpen the skills of readers. WHOLE GROUP The whole group result includes the assessment of all 28 students in the class over the duration of the literacy lesson. Learning Goal 1: Establish Rules, Centers and expectations Prior to unit, at time of assessment, most students skills for Learning Goal 1 were performing at the beginning level. By the end of the unit, mot students were working at the secure level. Of the 28 students, 90% began at the beginning level. Currently, 75% of students are performing at the secure level. I believe that the routines put in place, the daily mini lessons and the individual and partner practice all helped students to grow to the needed level.
Checklist of learning objectives results for both Pre and Post Assessment
Chart shows the result of both pre and post assessments and the breakdown of performance on each objective within the learning goal. Both the chart and the pie graphs below show a complete turnaround in student performance levels. Assessment Results Percentage Break Down
Pre Assessment Performance Level LG1
Post Assessment Performance level LG1
Beginning Developing Sercure
Beginning Developing Secure
The pie charts show performance levels pre Assessment, and post assessment for Learning Goal 1. Learning Goal 2: Make movies in our minds (visualization) Prior to unit, at time of assessment, most students skills for Learning Goal 1 were performing at the beginning level. By the end of the unit, mot students were working at the
secure level. Of the 28 students, 89% began at the beginning level. Currently, 75% of students are performing at the secure level. I believe that the routines put in place, the daily mini lessons and the individual and partner practice all helped students to grow to the needed level. Checklist of learning objectives results for both Pre and Post Assessment
Pre Assessment Performance Level LG2
Post Assessment Performance level LG 2
The pie charts show performance levels pre Assessment, and post assessment for Learning Goal 1.
Learning Goal 3: Being independent learners in a partner setting Prior to unit, at time of assessment, most students skills for Learning Goal 4 were performing at the beginning level, about 95%. By the end of the unit, mot students were working at the secure level. Of the 28 students, 90% began at the beginning level. Currently, 61 % of students are performing at the secure level. I believe that the routines put in place, the daily mini lessons and the individual and partner practice all helped students to grow to the needed level. Checklist of learning objectives results for both Pre and Post Assessment
Pre Assessment Performance Level LG 3
Post Assessment Performance level LG 3
The pie charts show performance levels pre Assessment, and post assessment for Learning Goal 1. Other Assessment Required By the School District Students were given the Fountas and Pinnell Benchmark Reading Assessment. The first assessment was given the first week of school to determine reading levels. The second round of assessing was given the last week of October and first week of November in preparation for report card. In addition to leveling the students, this was used to measure growth in this unit of Literacy. Through the skills learning during this unit, students make a full level growth. A few students made 2 levels growth. There were only 3 students who did not make any growth. These students had not made any growth since last year either. My CT has determined they need extras help and has them getting Resource help and are in the process of SIT to determine if a learning disability may be present.
Fountas and Pinnell Benchmark Reading Assessment

Name Student # 1 2 3 Sept. Level B B >A Accuracy Fluency Comprehension Nov. Level C C Accuracy Fluency Comprehension Amount of growth 1 1
Birdwell, April Brannock Jr, Anthony CienfuegosAscencio, Yamiley Flores Ventura, Eliseo Hassan, Moses Hernandez Martinez, Danny Hohstadt, Kaine Kojin, Maximus Mendoza Ascencio, Sofia Mohamed, Ahmed Mohamed, Ayub Mohamed, Nawal Mohamud, Indos Morales Alondra Morales, Benjamin Moreno, Jesus Morlan, Makayla Nunez, Rosa Paniagua Negrete, Angelina Perez, Esmeralda Raymundo Lara Jazmine Rodriguez, Maliya Schiedler, Jamie Smith, Ronald
96 100
2 3
5 5
99 96
3 3
5 5
98
Not able to complete lowest level- recommended for SIT Process/ Resource help
3 4 D 98 3 5
5 6
B A
93 95
2 3
5 6
B B
93 95
2 3
5 6
1 1
7 8 9
B A B
95 91 93
1 3 2
6 4 6
B B C
95 95 99
1 3 2
6 5 5
1 1 1
10 11 12 13
B B B >A
96 95 100 88
2 2 3 2
6 3 4 4
C D D
96 96 96
2 2 3
6 3 4
1 2 2 0
Currently stuck at this level

C C C F 97 96 92 100 2 3 2 3 4 4 5 4
14 15 16 17 18 19
B A B C B B
98 97 100 100 98 100
2 2 3 3 2 3
5 4 4 4 2 5
1 2 1 3
98
20 21
B >A
100
99
Not able to complete lowest level- recommended for SIT Process/ Resource help
91 95 100 2 3 2 2 3 3 2 5 5 5 5 5 5 4 C D D C D C D 94 97 94 92 100 98 96 2 3 2 1 3 1 2 5 5 6 5 6 5 5 1 1 2 1 1 1 1
22 23 24
B C B
Smither, 25 B 98 Grace Taylor, Logan 26 C 99 Thompson, 27 B 100 Dillon Beas, Gabriel 28 C 94 Jr Names blacked out for confidentiality.
Subgroup ELL students
Individual students at different levels
SUB GROUP RESULTS Subgroup My subgroup is the ELL students in the class. There are 17 out of the 28 students that are classified ELL. Of these students, 10 are males and 7are female. Home languages are Spanish, Russian, and Somali. I believe that our ELL students are making less growth than out Non-ELL students due to language. I believe from my observations and test results that not having a firm grasp of the English language and the extra processing time is slowing down their growth. I predict that as they become stronger in their English skills their reading progress will increase as well. Learning Goal 1 Pre Assessment LG 1
20 10 0 Ob Ob Ob Ob Ob Ob Ob Ob Ob Ob 1 2 3 4 Ob 5 6 7 8 9 10 11 Secure Secure Developing
Looking at the results of this assessment I found that the ELL students had little to no skills in the objective areas in learning goal 1. Of the 17 ELL students 90% or more are at the beginner level.
Post Assessment LG 1
20 Beginning Developing 0 Ob 1 Ob 3 Ob 5 Ob 7 Ob 9 Ob 11 Secure Beginning
Although there was growth in the subgroup, it was not nearly as much as those whom English is their first language. Learning Goal 2 Although the ELL students started out lower, language did not seem to affect the students progress with this Learning goal. Pre Assessment LG2
20 10 0 Ob Ob Ob Ob Ob Ob 1 2 3 4 5 6 Ob 7 Secure Secure Developing Beginning
Most of the students started out at the beginning area. Post Assessment LG2
20 10 0 Ob Ob Ob Ob Ob Ob Ob 1 2 3 4 5 6 7 Secure Secure Developing Beginning
In this Learning goal Students made similar progress as those students who are not ELL. Learning Goal 3
Pre Assessment LG3

20 10 0 Ob 1Ob 2 Ob 3 Ob 4 Ob 5 Beginning Secure Secure Developing Beginning
Most Students began as a beginner level.
Post Assessment LG3

20 Secure 0 Ob Ob Ob Ob 1 2 3 4 Ob 5 Developing Secure Beginning
Most students made growth, although it was not as much as their non-ELL peers. I do not feel this was language related but cultural. Students had hard time working with other students. Other District required assessments added to unit:
Assessment revealed that all ELL students are below grade level in reading. Language is holding them back at this time. As English becomes more proficient, I predict academic growth will increase as well. Individual Students The individual students I chose are at very different level. They were my lowest and highest readers in the class of 28 students. StudentB Student B is a male who just turned 6 years old. He is also an ELL student. Looking at his birth date he would not make the cut off to start school in out of state, but since he has moved here from another state he was allowed to attend. In addition to academic weakness he is also immature compare to other students in the class. He Started out the year reading at less than a level A, or early kindergarten. He was missing letter sounds and recognition as well. In addition to Classroom lessons he was also receiving Resource help to fill in his gaps and help at home from mom. After a month plus of help and school lessons, Student B grew to a level C. He is beginning to slowly mature and I suspect he will continue to grow at a steady pace if he continues to receive the extra help. Learning Goal 1
Pre & Post Assesment Results for LG 1 Student B
3 2 1 0
Pre post
During the unit student made growth in all areas. Learning Goal 2 Pre & Post Assesment Results for LG2 Student B
4 2 0 Objective 1 Objective 2 Objective 3 Objective 4 Objective 5 Objective 6 Objective 7 Pre post
During the unit student made growth in all areas. Learning Goal 3 Pre & Post Assesment Results for LG 3 Student B
4 2 0 Objective 1 Objective 2 Objective 3 Objective 4 Objective 5 Pre post
During the unit student made growth in all areas. Other Required Assessment
Name Student # 15 Sept. Level A Accuracy Fluency Comprehension Nov. Level C Accuracy Fluency Comprehension Amount of growth 2
Morales, Benjamin
97
96
Student MStudent M is a 7yr. old female. She started out the year reading at less than a level C+. She is high in all academic areas, and may be a TAG student, although she has not yet been tested. By the end of the unit Student M was reading at a level F, and could probab ly pass a level G.
Learning Goal 1 Pre & Post Assesment Results for LG 2 Student M

4 2 0 Pre post
Some growth made. Since Student M started out so high, she does not have much room to grow. Learning Goal 2 Pre & Post Assesment Results for LG 2 Student M
4 2 0 Objective 1 Objective 2 Objective 3 Objective 4 Objective 5 Objective 6 Objective 7 Pre post
Some growth made. Since Student M started out so high, she does not have much room to grow. Learning Goal 3 Pre & Post Assesment Results for LG 3 Student M
4 2 0 Objective 1 Objective 2 Objective 3 Objective 4 Objective 5 Pre post
More growth made in this area, but since Student M started out so high, she does not have much room to grow.
Other Required Assessment

Name Student # 17 Sept. Level C Accuracy Fluency Comprehension Nov. Level F Accuracy Fluency Comprehension Amount of growth 3
Morlan, Makayla
100
100
Student moved up 3 reading levels. She moved from a level C to a level F. Student could probably pass higher test if retell was a little stronger. Although student is making progress, and is at a reading level of a second grade, I feel she is beginning to level out and will not continue to make as much progress. My CT agrees and has decided to contact the second grade teacher to see if student could join their class during Reading time so she can read with peers who are at a similar level and challenge her. Conclusion Over all I am pleased with the results of my unit, and the progress of my first grade class. After analyzing the data I feel I was successful in my unit and students benefited from it. My experience has opened my eyes to many of the factors that could affect student growth, and know if I am aware of them I could help my students to be successful.
STANDARD 7: REFLECTION AND SELF-EVALUATION Reflection on Your Instruction and Student Learning During my reading unit, I reflected on the strengths, weaknesses, successes, and failures. Each day I thought about what went well, what could be improved on, and what I could have done differently if I were to teach this lesson again. Overall, I was very pleased with the results and success of my unit. Students made growth and have the tools to become stronger readers. As the teacher, I found it was important to be consistent and honestly about my own instruction and to make adjustments when needed to. The Barriers to Achieving Learning Results There were some barriers that I faced during this unit. The first was my own inexperience in teaching. Since I was still not confident in my own teaching skills in the beginning I found myself constantly questioning if I was actually teaching them and if they were getting the lessons. Thankfully after observing them and began assessing them I was pleased to know they were learning, and I was teaching them the concepts. The other barriers included learning disabilities, behavior problems, and even the time of year. We have a student with autism, and three students currently in the process of being identified as having a learning disability and being placed on and IEP. We also have two students that are ADHD; neither is being treated for it. This causes constant interruptions and problems. This was my greatest obstacle. Trying to keep the room a positive quiet place to learn was hard. The boys tended to get other off task and riled up and getting students back on track was not always an easy task. Finally the time of year was an issue. Since it was at the beginning of the school year, most of the students were out of practice of being in school. They needed to relearn how to be in
school. All that combined with the fact that they are 1st grades and 6 years old, and it can be a challenge. Reflection on Implications for Future Teaching One of my barriers was dealing with classroom management problems due to being the beginning of the year. This did teach me the importance of effective classroom management, how it needs to start from the first day of school, and how it should be practiced daily. My cooperative teacher did not spend much time on this in the beginning of the year. This made it harder for me when I was teaching. I had to do a lot of teaching expectations and it took away from my lessons. This has taught me that when I have my own classroom I will spend the time on this and get classroom management and community building set from day one, and practice it daily. Being clear and consistent with expectations is important to classroom success. Reflection on Alignment among Goals, Instruction, and Assessment Since my unit was based on the unit used by the district and school I feel I did a good job of meeting the goals and aligning the goals and standards with of the district and state. The assessments I used were based on those included in the unit, and were added to ensure I was able to gather all the data I needed for my own goals and objectives. The district also required additional new assessments. These were not related to the unit by itself, but to the growth or the students as reader. This information did help prove that the lessons were successful since they showed where the student started prior to the unit and after the unit. Since most grow a full level or more over the course of the unit, it was clear the strategies learned and their practicing to use the strategies daily paid-off Reflect On Your Own Abilities, Professional Knowledge, Skills, and Dispositions
I believe that reading in first grade is the foundation of a life time of learning. Students are about to move from learning to read to reading to learn. That is very exciting. I enjoyed helping the students become more confident in their skills and arm them with the strategies they need to move to that next step. I started off a little shaky since I was new to teaching lessons, but by the end of the unit I was confident and kept adding to the lessons to make them more meaningful to the students. I was also lucky to have the opportunity to be part of the professional development at the school for the teacher. They covered in depth how to assess the students, how to make lessons more like a natural conversation, and much more. After each of the trainings I used what I learned to better each lesson. I plan on attending more training in the future since they really helped me grow and become stronger as a teacher. The reading coach has also offered to work with me and give me some tips. I will take advantage of her offer and absorb all I can. The more I teach these and other lessons the more confidently, knowledgeable and effective I will become. So, practice is the most important thing I can do. Insight from Teaching This Unit This was a great unit to start off the year. It taught the foundation of the reading lessons needed to become a successful reader. It set a routine, taught the basic skills of finding a good spot to read and the book that is right for you. It taught students how to build stamina and how partners can help us to become better readers. My biggest insight is how important these basic skills are and how much they can help students to grow. I watch as a student who was one of the lowest of low grew two levels in a short period of time. He was a student I worried about in the beginning, but he was one of the ones who made the most growth.
This was a successful unit and I enjoyed teaching it and watching the successes of the students. I would love to come back toward the end of the year and see how much growth they make.
Works Cited
BAUTISTA, D. (November 2011). WSD Info Bro 2011-2012. Retrieved from http://woodburn.schoolfusion.us/modules/groups/homepagefiles/cms/497599/File/NEWSLETTE RS%20FROM%20SUPERINTENDENT/WSD%20Info%20Bro%20201112%20mmr%2012%2001%2011-2.pdf?sessionid=34df5e86efc978ca67ff285b708c258d Woodburn School District. (2013). Woodburn School District Curriculum. Retrieved from http://woodburn.schoolfusion.us/modules/cms/pages.phtml?sessionid=2d11a4fad434887aa1edc2 721243b71a&pageid=282077&sessionid=2d11a4fad434887aa1edc2721243b71a
ARTIFACTS
Learning Goal 1 Skill check sheet Learning Goal 2 Skill check sheet Learning Goal 3 Skill check sheet Reading Assessment Scores and Reading Levels Student B Reading Fountas and Pinnell Assessment o Pre Unit assessment o Post unit assessment Student B Reading Fountas and Pinnell Assessment o Pre Unit assessment o Post unit assessment Bookmark used to track personal reading goals
Student Work Samples Learning Goal 1 Skill check sheet+=Secure = Developing = Beginning
Learning Goal 2 Skill check sheet+=Secure = Developing = Beginning
Learning Goal 3 Skill check sheet+=Secure = Developing = Beginning
Reading Assessment Scores and Reading Levels:
Student B Reading Fountas and Pinnell Assessment Pre- unit assessment:
Post Unit Assessment:
Student M Reading Fountas and Pinnell Assessment Pre- unit assessment:
Post Unit Assessment:
Bookmark This book mark is a tool students use to keep track of personal reading goals. Each time they demonstrate they can correctly use skill, one leaf is initialed by teacher. Once all three leaves are signed, the student can choose a new goal. The finished goal is then placed in students toolbox for future use. The bookmark also has the students current reading level that is change as the progress. This allows students to see their own growth.

Complied Tws - Kristen Hernandez

Загружено:

Сведения о документе

Оригинальное название

Авторское право

Доступные форматы

Поделиться этим документом

Поделиться или встроить документ

Параметры публикации

Этот документ был вам полезен?

Это неприемлемый материал?

Авторское право:

Доступные форматы

Complied Tws - Kristen Hernandez

Загружено:

Авторское право:

Доступные форматы

Running Header: Teacher Work Sample

Running Header: Teacher Work Sample

Running Header: Teacher Work Sample

Running Header: Teacher Work Sample

Running Header: Teacher Work Sample

Running Header: Teacher Work Sample

Running Header: Teacher Work Sample

Running Header: Teacher Work Sample

Running Header: Teacher Work Sample

Running Header: Teacher Work Sample

expressing ideas and feelings clearly.

Running Header: Teacher Work Sample

Running Header: Teacher Work Sample

Running Header: Teacher Work Sample

Running Header: Teacher Work Sample

Running Header: Teacher Work Sample

Running Header: Teacher Work Sample

Running Header: Teacher Work Sample

Read to self to practice skills

Read to self to practice skills

Partner read to practice skills

Running Header: Teacher Work Sample

Running Header: Teacher Work Sample

Running Header: Teacher Work Sample

Running Header: Teacher Work Sample

Running Header: Teacher Work Sample

Running Header: Teacher Work Sample

Pre Assessment Performance Level LG1

Post Assessment Performance level LG1

Beginning Developing Sercure

Beginning Developing Secure

Running Header: Teacher Work Sample

Pre Assessment Performance Level LG2

Post Assessment Performance level LG 2

Beginning Developing Sercure

Beginning Developing Secure

Running Header: Teacher Work Sample

Pre Assessment Performance Level LG 3

Post Assessment Performance level LG 3

Beginning Developing Sercure

Beginning Developing Secure

Running Header: Teacher Work Sample

Running Header: Teacher Work Sample

Fountas and Pinnell Benchmark Reading Assessment

Currently stuck at this level

98 97 100 100 98 100

Subgroup ELL students

Individual students at different levels

Running Header: Teacher Work Sample

Running Header: Teacher Work Sample

Pre Assessment LG3

Running Header: Teacher Work Sample

Most Students began as a beginner level.

Post Assessment LG3

Running Header: Teacher Work Sample

Running Header: Teacher Work Sample

Running Header: Teacher Work Sample

Learning Goal 1 Pre & Post Assesment Results for LG 2 Student M

Running Header: Teacher Work Sample

Other Required Assessment

Running Header: Teacher Work Sample

Running Header: Teacher Work Sample

Running Header: Teacher Work Sample