Revised Fall 2013 ACEI/NAEYC 2010 Standards

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Revised Fall 2013 ACEI/NAEYC 2010 Standards

EDUC 450: PROFESSIONAL CLINICAL PRACTICE SCHOOL OF EDUCATION CLAFLIN UNIVERSITY UNIT WORK SAMPLE

Candidate: Robin Green

Cooperating Teacher:

Ms. S. Ellison

Academic Year: Spring 2014

District: Orangeburg Consolidated School District 5 School Grade Level: Pre- K Subject: ELA/ SS

School: Marshall Elementary

Dates of unit: from

to

Section I: Unit Title and/or Description: From Jungle to Desert Section II: Description of Students: Describe (1) the number of students, (2) demographics of the students, and (3)
any other special features or important information that you included in your Long Range Plan as you described your students.

Ms. Ellisons class consists of a total of 20 students. All 20 students are of African American decent. There are 10 girls and 10 boys in the class. 15 students receive free lunch, 1 student receives reduced lunch, and 5 students pay full price for lunch. Two students in the class attend a resource class during instructional time at least once a week. Students were given the Dial 3 Assessment and were scored based on their motor skills, concept skills, and language skills, five students scored above average, seven students scored average, and eight students scored below average.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Section III: Contextual Factors: Describe the contextual factors, including the (1) relevant student characteristics from
Section II, as well (2) as other factors related to the community, district, school, classroom or students, that are likely to impact instruction and/or student learning with regard to the selected instructional unit. Include a (3) description of the ways in which each of these factors will be taken into consideration during unit planning and instruction.

There are 10 girls and 10 boys in the class. All 20 students are of African American decent. 15 students receive free lunch, 1 student receives reduced lunch, and 5 students pay full price for lunch. Two students in the class attend a resource class during instructional time at least once a week. Students were given the Dial 3 Assessment and were scored based on their motor skills, concept skills, and language skills, five students scored above average, seven students scored average, and eight students scored below average.
1. When planning, I will take my students social economic status into consideration and use it to

determine what supplies I will require my students to bring to class for various activities. I will also use this information to determine the different activities that will be used in the classroom. Also the fact that Marshall Elementary Schools students live in close proximity to one another and mostly everyone knows one another outside of the school setting, I will use this information when seating students during instructional time to avoid class disruptions. 2. When planning, I will use the information about students that attend resource sessions. I will differentiate my instruction and use various strategies for these students to meet them at their current academic level and to meet their needs. 3. When planning, I will take into consideration the scores the students received on the Dial 3 Assessment. For students that performed below average, I will incorporate different strategies that will enhance their basic skills that were tested on the assessment, during instructional time.

Section IV: The Unit Plan Section IV A: Major Unit Objectives (1) List the unit objectives and (2) indicate the corresponding state standards.
(Remember objectives must contain 4 parts: performance, product, conditions and criterion.)

Unit Objectives
1. 95% of the student will be able to identify several letters and their general order in the alphabet. 95% of the student will be able to begin to understand the relationship between oral language and written language.

Correlated Standards/Expectations
ELA-4K-3.13

2.

ELA-4K-4.7 ELA-4K-4.8

3.

95% of the student will be able to contribute to small group or whole class dictation activities SE-4K-2.1

4.

95% of the student will be able to follow classroom rules and procedures with reminders. SE-4K-4.4

5.

95% of the student will be able to participate in group life of class.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

SE-4K-4.1 6. 95% of the student will be able to display emerging social skills of trying to take turns and talk with others during play.

Section IV B: Unit Plan

Describe your instructional plan that is, the (1) sequence of steps that you need to follow if your students are to achieve the unit objectives. (2) Describe the key instructional activities, strategies, materials and resources including instructional technology), and indicate the unit objectives (numbered according to the order in which they are listed in Section IV A) that are addressed. SUBJECT: English Language Arts

Instructional Plan for the Unit

Activities/Strategies/Materials/Resources Unit Objective Number(s)

I will begin with an anticipatory set by showing videos, or reading a book, and asking various questions about the lesson to come. Direct I will display a specific letter card that shows the letter that we are focusing on during the lesson. I will inform students of the specific letter and its letter sound. The class will be in one whole group during this time. Guided I will explain to students that this specific letter is before and after another letter in the alphabet, to allow students to make a connection of the sequence of letters in the alphabet. I will display the proper pronunciation of the specific letter. Students will be asked to repeat the pronunciation. I will draw the proper formation used when writing the specific letter uppercase and lowercase. Students will be asked to come up to the board to write the letter, either uppercase or lowercase. Student will have to opportunity to draw the letter in the air. Students will also be shown various pictures of things that begin with the

Objectives 1,2,3

Objective 1 and 3

Independent Students will be divided into two small groups. Students will have to give the teacher a word that begin with the featured letter of the lesson. There will be a limit of repeated words. Students will be asked to complete a worksheet that allows them to trace the letters, color and identify familiar words that begin with the specific letter. Key instructional activities Students drew and pronounced the featured letter of the lesson. Key instructional strategy I properly drew and pronounced the featured of the lesson. Materials Smart Board Letter Worksheets Letter Card Picture Card Pencils Integration of the Arts Students will be able to draw the uppercase and lowercase form of the featured letter. Integration of Health Students will be asked when they are out in grocery stores to look for food items that begin with the featured letter. Integration of Physical Education

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Students will be asked to stand and draw the featured letter in the air. Objective 2 Direct Students will be shown various written materials that state different characteristics of the desert. I will read the characteristics aloud to the students.

Guided I will give students the topic question, What is the desert like? Students will be able to verbally state their ideas. As students take turns stating their ideas, I will write them out on chart paper. Independent Students will be given a sheet that allows them to write about something they may find in the desert. Students will be able to use the recently made, What is the desert like? chart as a reference. Key instructional activities Students were able to create a chart based on their ideas on what a desert is like. Key instructional strategies I allowed students to verbalize their ideas, and I wrote out their ideas to make a connection between oral language and written language.

Materials Smart Board Chart Paper Paper Pencil Integration of the Arts After writing about what students may find in the desert, they will be given the opportunity to draw a picture to represent their sentences. Integration of Health Students will be informed of the importance of drinking water in the desert and its importance during everyday life. Integration of Physical Education Students will have the opportunity to get up and walk around the classroom right before writing their own sentences about the desert to help stimulate their minds.

SUBJECT: Social Studies

Instructional Plan for the Unit

Activities/Strategies/Materials/Resources I will begin with an anticipatory set by showing videos and asking various questions about the lesson to come Direct Students will be informed that they will be (re) introduced to the rules and procedures of the classroom. I will ask various students to name rules and procedures that are already in place and those that they believe should be in place in the classroom. I will write down students thoughts to make a visual for students. Guided I will reinforce the rules and procedures of the classroom with students. I will model the proper actions of each rule and procedure of the classroom. I will ask various students if they can act out the rules and procedures for their classmates to see. Students will be paired in random selected groups to also display different rules and procedures. Unit Objective Number(s) Objectives 4,5,6

Objective 4,5,6

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Independent Students will be able to display their understanding of the content every day during and not during instructional time. Key instructional activities Students act out the proper actions for the rules and procedures of the classroom. Key instructional strategy I acted out the proper actions of the rules and procedures of the classroom. Materials Smart Board Chart Paper Pencil Integration of the Arts Students will be able to dramatize/ act out the proper actions of the rules and procedures. Integration of Health Students will be informed of other rules that are expected of them and others outside of the classroom. Integration of Physical Education Students will be able to get up and move during the lesson.

Reflect on the instructional plans for the units: How does this instructional plan (1) establish a balance between grade-level academic standards and expectations and the needs, abilities and developmental levels of individual students? (2) Discuss the strategies used to teach students on varying levels. (3) Discuss how you designed your instructional plan using students characteristics, needs and learning contexts.

The instructional plans establishes a balance between grade-level academic standards and expectations and the needs, abilities and developmental levels of individual students by giving me the opportunity to reach various learners in the classroom. I will models everything for students, how it should be done and what they must do to receive accurate results. The instructional plans give students the opportunity to display their knowledge further than using multiple worksheets during the entire lesson. To teach students on various level, I plan lessons that include various strategies. (ELA) For students who do not understand the content, I will have the students trace letters for practice then I will have students draw the letters independently. (ELA) For students that have mastered the material, I will have them spell different words that begin with the featured letter of the lesson. (SS) For students who do not understand the content, I will group them with students that have mastered the content and have them work together to display proper actions for the rules and expectations of the classroom. (SS) For students that have mastered the material, I will have them act out the proper actions in front of their peers and I will pair them with students that have not yet mastered the material. For ELL students, I will partner them with native English speaking students. I will also have students listen to audio that relates to the lesson in their native language.

Section V A: Unit Assessments - List the key unit assessments. Type of Assessment (Check one for each assessment) Teacher-Made Commercially (A copy of each teacher Available

Key Unit Assessments

made assessment must be attached to this plan.)

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Objective 1 General Knowledge-ABC (uppercase and lowercase) PreAssessment General Knowledge-ABC (uppercase and lowercase) PostAssessment Objective 4 Rules of the Classroom Pre- Assessment Rules of the Classroom Post- Assessment

Reflect on the unit assessments: (1) How did you determine that your unit assessments are valid and reliable for all students? (2) How did you use your prior understanding of students skills to plan your instruction?

I determined that my assessments were both valid and reliable because they were aligned with the standards and instruction taught to the students. By using the prior knowledge of my students skills, I was able to plan my instruction accordingly. Because this may be the first level of schooling for some students, I had to teach all students as if they never heard of the material presented. Once a foundation is in effect, the strategies will get simpler or more complex based on the group of students.

Section V B: Assessments (1) Describe and attach the assessments for each unit objective. (2) Include descriptions
of any necessary accommodations. For each assessment, (3) include the evaluation criteria (i.e., describe and/or attach each appropriate scoring rubric, observation checklists, rating scales, item weights and the like). (4) Attachments must be clearly labeled to indicate their relationship to the elements in the table below.

Assessments Unit Objective 1: Pre-Assessment(s)

Accommodations

Evaluation Criteria
Skill was mastered (M)

Extend time given to complete assessment.

-Skill needs improvement (NI) -Skill was not met (NM)

: Post-Assessment(s)

N/A
Skill was mastered (M) -Skill needs improvement (NI) -Skill was not met (NM)

: Other Assessment(s) N/A

N/A

Unit Objective 2 & 3 : Pre-Assessment(s)

N/A
Skill was mastered (M) -Skill needs improvement (NI) -Skill was not met (NM)

Revised Fall 2013 ACEI/NAEYC 2010 Standards

: Post-Assessment(s) N/A
Skill was mastered (M) -Skill needs improvement (NI) -Skill was not met (NM)

: Other Assessment(s)

N/A Extend time given to complete assessment.

N/A

Unit Objective 4: Pre-Assessment(s)

Skill was mastered (M) -Skill needs improvement (NI) -Skill was not met (NM)

: Post-Assessment(s)

Have students model/ act out rules and procedures.

Skill was mastered (M) -Skill needs improvement (NI) -Skill was not met (NM)

: Other Assessment(s)

N/A

N/A

Unit Objective 5 & 6: Pre-Assessment(s) N/A

(NI) -Skill was not met (NM) Skill was mastered (M) -Skill needs improvement

: Post-Assessment(s)

N/A
Skill was mastered (M) -Skill needs improvement (NI) -Skill was not met (NM)

: Other Assessment(s) N/A

N/A

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Section V C: After administering the pre-assessment(s), (1) analyze student performance relative to the unit objectives. (2)
Attach one or more clearly labeled tables, graphs, or charts that depict the results of the pre-assessment(s) in a format that allows you to find patterns of student performance relative to each objective. (3) Summarize the results of the preassessment(s) and describe the implications of these results on instruction.

(ELA) After administrating the pre- assessment, my findings showed that 70% of the students had knowledge of the content, leaving me with the opportunity to reinforce the material and assist those that needed more assistance.

Student 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Pre Assessment Score NM NI NI NI NM NI NI NI NI NM NI NI NI NI NI NI NI NI NM NM

(SS) After administrating the pre- assessment, my findings showed that 75% of the students had knowledge of

the content, leaving me with the opportunity to reinforce the material and assist those that needed more assistance.

Student 1 2 3 4 5 6 7 8 9 10 11 12 13

Pre Assessment Score NM NI NI NI NM NI M M M NM M M M

Revised Fall 2013 ACEI/NAEYC 2010 Standards

14 15 16 17 18 19 20

M M NM M M NM NM

Section VI: Analysis of Student Learning)

Once you have completed the unit, analyze all of your assessments and determine your students progress relative to the unit objectives. (1) Did the information increase your understanding of individual students performance? (2) Attach clearly labeled tables, graphs or charts that depict student performance (strengths and weaknesses) for the entire class, for one selected subgroup and for at least two individual students. For each visual representation, (3) provide a descriptive narrative that summarizes your analysis of student progress and achievement. Finally, (4) explain the ways in which you have assigned student grades (or other indicators of student performance), and what were the overall results? Based on the overall results, (5) did the students gain from this unit all that you expected? Why or why not? (6) Include a description of the ways in which these results have been recorded as well as how and to whom they have been reported.

(ELA)

Pre- Assessment Results

Student
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Objective 1 Pre S= Strengths Assessment W= Weaknesses Score

W S S S W S S S S W S S S S S S S S W W

NM NI NI NI NM NI NI NI NI NM NI NI NI NI NI NI NI NI NM NM

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Post- Assessment Results

Student
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Objective 1 Post S= Strengths Assessment W= Weaknesses Score

S S S S S S S S S S S S S S S S S S S S

M M M M NI M M M M NI M M M M M M M NI NI NI

This information increased my understanding of individual students performance. Specific students struggled mastering the objective. This information would not have been found based off of the overall class score. By looking at the table, I notice that most of my students have shown progression in their overall score from the pre-test to the post-test. (SS)

Pre- Assessment Results

Student
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Objective 4 Pre S= Strengths Assessment W= Weaknesses Score

W S S S W S S S S W S S S S S

NM NI NI NI NM NI M M M NM M M M M M

Revised Fall 2013 ACEI/NAEYC 2010 Standards

16 17 18 19 20

W S S W S

NM M M NM NI

Post- Assessment Results

Student
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Objective 1 Post S= Strengths Assessment W= Weaknesses Score

S S S S S S S S S S S S S S S S S S S S

NI M M M NI M M M M NI M M M M M M M M NI M

This information increased my understanding of individual students performance. Majority of the students mastered the objective. This information would not have been found based off of the overall class score. By looking at the table, I notice that some of my students have shown progression in their overall score from the pre-test to the post-test.

Sub-group: Resource Students

(ELA)

Pre- Assessment Results

Student Objective 1 S= Strength W= Weakness W W Pre- Assessment Score NM NM

Post- Assessment Results

Objective 1 S= Strength W= Weakness S S Post- Assessment Score NI NI

10 19

Revised Fall 2013 ACEI/NAEYC 2010 Standards

I have 2 resource students in my classroom. Both students have shown an overall progress in their final scores. In a week both students have shown an improvement between pre- assessment and post- assessment. (SS)

Pre- Assessment Results

Student Objective 4 S= Strength W= Weakness W W Pre- Assessment Score NM NM

Post- Assessment Results

Objective 4 S= Strength W= Weakness S S Post- Assessment Score NI NI

10 19

I have 2 resource students in my classroom. Both students have shown an overall progress in their final scores. In a week both students have shown an improvement between pre- assessment and post- assessment.

Two Individual Students

(ELA)

Pre- Assessment Results

Student Objective 1 S= Strength W= Weakness W S Pre- Assessment Score NM NI

Post- Assessment Results

Objective 1 S= Strength W= Weakness S S Post- Assessment Score NI M

1 6

These two individual students have a hard time staying on task. It is seen that both students have made progression between the pre- assessment and post-assessment in a week.
(SS)

Pre- Assessment Results

Student Objective 4 S= Strength W= Weakness W S Pre- Assessment Score NM NI

Post- Assessment Results

Objective 4 S= Strength W= Weakness S S Post- Assessment Score NI M

1 6

These two individual students have a hard time staying on task. It is seen that both students have made progression between the pre- assessment and post-assessment in a week.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Each student is graded on if they mastered a skill, needs improvement or has not mastered a particular skill. Overall most students have prior knowledge of the presented unit. They were also able to show growth in their skills by the end of the unit. Students were able to gain from the unit as expected. Each student showed some form of growth throughout the unit. The results of the assessments were recorded in a manual gradebook. The scores are placed in students portfolios for reference during meetings with parents or administration in the school. Section VII. Reflection and Self-Assessment
(1) Reflect on and describe the relationship between your students progress a nd achievement and your teaching performance. If you were to teach this unit again to the same groups of students, (2) what, if anything, would you do differently, and why? What (3) specific aspects of the instruction need to be modified?

My students progress is a reflection of my teaching performance. My students were able to show some form of progress. I believe that my presentation of the content was very open and gave students the opportunity to grasp concepts. I would possibly give more complex activities during instructional time if I see that most of the students are showing progression way before a scheduled assessment. This will allow students to gain more information and better their skills. I also plan to involve more movement because my students are not able to focus when sitting for too long during instructional time.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Social Studies Pre- Assessment Name: ____________________________________ Date: _____________________________

SE-4K-2.1 Follow classroom rules and procedures with reminders. Directions: Match the picture with the correct rule

We keep hands, feet, and other object to ourselves.

We turn in our assignments on time.

We raise our hand.

We listen.

We have our learning materials. Revised Fall 2013 ACEI/NAEYC 2010 Standards

Social Studies Post- Assessment Name: ____________________________________ Date: _____________________________

SE-4K-2.1 Follow classroom rules and procedures with reminders. Directions: Match the picture with the correct rule
We keep hands, feet, and other object to ourselves.

We turn in our assignments on time.

We raise our hand.

We listen.

We have our learning materials Revised Fall 2013 ACEI/NAEYC 2010 Standards