Unit Work Sample Professional Clinical Experience

SCHOOL OF EDUCATION CLAFLIN UNIVERSITY
UNIT WORK SAMPLE GUIDELINES
Successful teacher candidates support learning by designing a Unit Work Sample that employs a range of
strategies and builds on each students strengths, needs and prior experiences. Through this performance
assessment, candidates provide credible evidence of their ability to facilitate learning by meeting the following
standards:
The candidate uses multiple assessment strategies and approaches aligned with learning goals to
assess student learning before, during and after instruction.
The candidate designs instruction for specific learning goals, student characteristics and needs, and
learning contexts.
The candidate uses regular and systematic evaluations of student learning to make instructional
decisions.
The candidate uses assessment data to profile student learning and communicate information about
student progress and achievement.
The candidate reflects on his or her instruction and student learning in order to improve teaching
practice.
The candidate will create a Unit Work Sample to demonstrate its impact on student learning. The attached
template, which consists of several components, should be used to fulfill this requirement. Attach samples of
student work as an appendix.
Revised Fall 2013 ACEI/NAEYC 2010 Standards
EDUC 450: PROFESSIONAL CLINICAL PRACTICE

SCHOOL OF EDUCATION CLAFLIN UNIVERSITY
UNIT WORK SAMPLE TEMPLATE
Candidate: Jasmine N. Jackson Cooperating Teacher: Dr. Maxine Rice Academic Year: Spring 2015
District: Consolidated School District 5 School: Rivelon Elementary School Grade Level: 1st Grade
Subject: All Subjects
Dates of unit: from: March 9, 2015 to March 24, 2015
Section I: Unit Title and/or Description: Unit 3 What is changing in the world? This unit is about what are
some things that students are seeing every day that causes the world to change. These are things such as: in
our community, schools, local stores, etc. Students will read different stories to explore changes in the
environment and transitions in animal life and their purpose for growing.
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.
The students that I am observing are a first grade class at Rivelon Elementary School in
Orangeburg, South Carolina. Based on the data available to the teacher through the grade book
system, there are a total of 18 students in the classroom. Out of the eighteen students that are in the
classroom; there are ten males and eight females. All of the students in the classroom are African
Americans. Out of the eighteen students in the classroom; there is one student that goes out to
resource, one student that goes out to speech, and two of the students that take medication for
ADHD.
At the beginning of my student teaching there was a student survey conducted. Some of the
females interest included playing with their siblings and playing with their XBOX. Some of the books
they preferred reading were My Little Pony, Frozen Series, Girls Club, and Monster High. The genres
of books the girls interest the most were fairy tales, story books, geography (books about the
environment and animals) and comic series.
The boys interest included playing with their pet, riding the dirt bike, playing with the Xbox, and
their tablet. Some of the books they preferred reading were Spiderman, SpongeBob, and Power
Rangers.
The readings levels in the class are very different. Sixteen of the eighteen students are beginner
readers which are considered to be very low. The other two students are reading on reading level for
their age appropriate level.
Seventeen of the students in the classroom receive reduce lunch and one student pays for lunch
at Rivelon Elementary School.
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.
Since I have more boys and fewer girls in the classroom, I have to create a learning environment that
promotes equity between both genders. For equity to be most effective, I must use different strategies continuously
and integrate those strategies into my daily instruction to fit both gender types. I must also observe the students
behaviors to see what best fits their testing formats so that they are prosperous in future assessments.
Based on the student interest survey, I see that both female and male students both enjoy playing with the
electronic device the XBOX 360. Therefore, I would incorporate a lot of technology where they have to demonstrate
their understanding of certain concepts by using the smart board. This would get both genders interested because
they see that technology is fun and exciting. I also see that both enjoyed books that were animated and fancy.
Therefore, during my reading lesson I would provide fancy books that would grasp their attention and also bring out
their ideas. I would also provide other genres so that they are able to see other versions of books rather than
everything fantasy related. As an end result, I would try to bring all their ideas together so that all of their interests
are met and they see education as being exciting but fundamental to learn.
Since I have students that go out to resource, speech, and ADHD I clearly see that these students require
special attention. These are the students that I have to make additional accommodations for to ensure that they are
learning. Therefore, I would see where the resource and speech student weakness lies and focus on those particular
points for them. For the speech student, I would have things labeled throughout the classroom for them to see a
visual of how the words are spelled. I would also provide the pronunciation of the word underneath the word itself so
that they can practice saying the word as they go along the classroom. In the classroom, I would ensure that there
are a variety of books so that both students are able to read a variety of genres. For the ADHD student, I realize that
this student would require a lot of attention. Therefore, when making my assessments I would ensure that there are
fewer questions for him/her so that they wont get too confuse and their attention would wonder. I would provide lots
of charts, pictures, color coding so that they have a visual of everything that I am teaching. I would also ensure that I
repeat instructions as many times as necessary to ensure student understanding and attention.
By retrieving information that 17 students has reduced lunch and 1 pays , shows that more than half of the
students come from a low socioeconomic status. With this being the case, I can make an assumption based on
statistics that the students academic skills may come to them slowly than others in a higher SES group. With the
students coming from a low SES literacy environment, stress maybe a factor that affects the childs pre academic
skills. With this being the case, I would place my students in groups so that their peers may help them if they tend to
struggle. Students may have a low amount of supplies. I would certainly supply students with materials if in need to
promote learning if this may be a situation that occurs.
Those students that are considered beginner readers are very low and have not developed any literacy skills.
Those students are reading on levels are either reading on first grade level or beyond. Since this is the case, I
would ensure I constantly enforce reading in my class. Reading is a fundamental tool everyone should have. For my
weak students, during instruction I would have those students to come up and read simple things such as the
directions for certain assignments or when doing a read-aloud having them to read a page. This would get the
students into the practice of reading so it wouldnt be hard for them to do when they actually start. I would also send
words home to build upon their vocabulary so when reading some of the words it would look familiar. For the two
students who are on level or reading above, I would challenge them and have those two students to read chapter
books. This would help them to read more and be exposed to other genres.
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
English Language Arts

Ask and answer questions about key details
Know and apply grade level phonics and word analysis skills in
decoding words.
g. Recognize and read grade appropriate irregularly spelled words
Read with sufficient accuracy and fluency to support comprehension
b. Read on-level text orally with accuracy, appropriate rate, and
expression
Math
Order three objects by length; compare the lengths of two objects
indirectly by using a third object.
Math
Express the length of an object as a whole number of length units,
by laying multiple copies of a shorter object (the length unit) end to
end; understand that the length measurement of an object is the
number of same-size length units that it span with no gaps or
overlaps.
Science
Summarize the life cycle of plants (including germination, growth,
and the production of flowers and seeds).
Science
Illustrate the major structures of plants (including stems, roots,
leaves, flowers, fruits and seeds).
Social Studies
Describe the fundamental principles of American democracy,
including respect for the rights, opinions, and property of others; fair
treatment for all; and respect for the rules by which we live.
Correlated
Standards/Expectations
RL.1.1
RFS.1.3
RFS.1.4
1.MD.1
1.MD.2
1-2.4
1-2.2
1-3.1
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

Unit Objective
Activities/Strategies/Materials/Resources
Anticipatory Set: Teacher will have students to

complete their Daily Fix It activity. Within the Daily Fix It,
students are to make corrections in the sentences given
such as: punctuation, capitalization, grammar errors.
There are two sentences given for Daily Fix It. The
teacher will have one girl to come up and answer
question number 1 and then have a boy to come up and
answer question number 2. Both questions will be done
underneath the LUMENS lens for students to see
corrections.
Directed Instruction- The teacher will introduce the
Big Question for this week. Teacher will have students
to answer the big question by calling on different
students. After getting students responses, the teacher
will show students a clip answering the big question.
Next, teacher will go through the PowerPoint
presentation for Frog and Toad Together. Within the
PowerPoint, students are to explore what changes
happen in a garden, and also find out about inflectional
endings and how they changes the word. Within the
PowerPoint, students will also learn new words called
amazing words and its meaning. After reviewing the
PowerPoint presentation, students will break off into
groups to get a start at reading Frog and Toad
Together. I will pair the groups off into three students
and have them to read together. I will work with the
lower level students to ensure their understanding of
their reading. As a closure, if time permits, students will
write or share with the class some plants they will grow
in their garden.
Guided Practice- The teacher will go through the story
and have students to read the story, Frog and Todd
Together. Teacher will break students into pairs to read
the story together. The teacher will work with the lower
level group at the round table. This is to ensure that the
students are reading and helping them to recognize
words that they cannot pronounce. As the students are
reading, the teacher Is having student to point out the
words to ensure they are recognizing word recognition.
Independent Practice- For the students independent
practice, each student will complete their reading
question, What plants would you grow in your garden?
Timeline
Number(s)
March 9, 2015 (1 Day)
All Objectives
March 9, 2015 ( 1 Day)
All Objectives
March 9, 2015 (1 Day)
All Objectives
March 9, 2015 (1 Day)
All Objectives
Closure- The teacher will recap what we talked about

today. Teacher will have students to tell how they liked
or disliked the story. Teacher will have students to share
their journal writing and illustrations with the class.
Integration of Arts- Teacher will have students to draw
a picture of some of the plants or vegetables they would
find in their garden. After, drawing their picture, students
will color their picture and write a couple of sentences
telling about his/her picture.
Integration of Physical Education- After students
complete their Daily Fix It , teacher will have students to
stand up and do some stressing exercises before the
lesson. This is for students to get all their movements
out so that it wouldnt be so much movement and
squirming on the rug.
Integration of Health- During the whole group activity,
the teacher will talk about the Big Question What
changes happen in a garden? Students are to tell the
changes that take place in a garden and ways that we
can help keep our garden healthy for growing fruits and
fresh vegetables. Teacher will show a short video
addressing the big question on PearsonSucess.net.
March 9, 2015 (1 Day)
All Objectives
March 9, 2015 (1 Day)
All Objectives
March 9, 2015 (1 Day)
All Objectives
March 9, 2015 (1 Day)
All Objectives
SUBJECT: Mathematics

Anticipatory Set- a. Conduct behavior/standardsBefore beginning the lesson, I will remind the students
of the classroom rules during instruction. I will explain
the objective and standards for the students to be fully
aware of what they will be learning during the lesson.
b. Transfer- To build off prior knowledge, I will remind
students that we see things around us each day that are
different lengths. I will then have students to give some
examples of things that are different lengths that they
see on a daily basis.
c. Motivation/hook- To serve as a focus for the lessons
activities the teacher will gain students attention by
showing students different items that we see daily that
are different lengths such as: different popsicle sticks,
paper clips, mini rulers, two pencils, etc. Using the
manipulative cubes or paper clips instead of the ruler,
the students will then estimate how many cubes or
Timeline
March 3, 2015 (Day 1)
Unit Objective
Number(s)
All Objectives
paper clips it takes to make the length of that particular

object. Teacher will gather students estimations and go
over at the end of the lesson to see whose estimation
was correct. To motivate the students to learn the math,
I will give them the opportunity to work on their iPad if
they follow the rules during instruction.
Directed Instruction- The teacher will show students a
video about length on Pearson Envision Math. As the
video is playing, I will ask students questions about
which item looks shorter or longer to them and why they
chose that particular item. Teacher will call on students
to tell what item goes first based on which one is shorter
to the longest. After the video is finish being viewed, the
teacher will go through different problems demonstrating
which one is shorter and which item is longer. The
teacher will model or demonstrate items that are shorter
or longer by placing various items underneath the
LUMENS for students to see. The teacher will show
students how to estimate the length of an item using the
cubes or paper clips. The teacher will pick an item and
show the students how to line the cubes or paper clips
next to the item that is picked and count the cubes out
loud for students to see how many cubes or paper clips
it takes to make the length of that particular item. For
example: the teacher will get a pencil, and line the
cubes or paper clips next to the pencil. The teacher will
have students to count 1, 2, 3, 4, 5,. This will show that
it takes six cubes or paper clips to make up a length of
the pencil. Students will then have to tell which pencil is
the longest based on the amount of cubes or paper clips
placed underneath the pencil.
.
Guided Practice- Teacher and students will go through

the guided practice together. Students are to look at the
items and draw a line to the longest and the shortest
item. If students get confused, they may use the cubes
or paper clips to measure the length of the item
displayed. The teacher will go through example number
March 3, 2015 (Day 1)
All Objectives
March 3, 2015 (Day 1)
All Objectives
1 and number two with the students as a whole group.

The teacher will give students at least five minutes to
figure out the answer. As a whole group, the teacher will
call on a student to come up front and explain their
answer underneath the LUMENS lens for the whole
class to see. Students will demonstrate how they got
their answer using the cubes or paper clips.
Independent Practice- For a grade, students are to do
the same thing on the other side of the worksheet, draw
a line to show the longest object and the shortest object.
Students may use cubes or paper clips if they need help
determining the length of the items. At the back of the
worksheet, there are a couple of open ended and
multiple choice questions they would answer also based
on comparing length.
Closure- As a closure, the teacher will recap what
theyve learned about length. Teacher will have students
to give an example of an item that is long and an item
that is short.
Integration of the Arts- On the math mat, on one of the
open ended questions, students are to walk around the
room and pick two items. Students are to try that
particular item on their math mat and estimate the
approximate length of that item using math
manipulatives such as cubes to measure. Students are
to color their picture after receiving their measurement.
Integration of Physical Education- Comparing and
Ordering by length can be used in physical education by
teaching students about their height. For an extra
activity, there is a part on the math mat where I would
have students to work with a partner. Teacher will have
students to get into pairs. One partner will measure their
partner with a set of cubes to see exactly how long they
are. They would both take turns doing it. At the end of
class, the teacher will have students to share their
findings with the rest of their classmates.
Integration of Health- Students will walk around the
classroom completing their scavenger hunt. Students
are to search for their items to measure walking around
the classroom.
SUBJECT: Science
March 3, 2015 (Day 1)
All Objectives
March 3, 2015 (1 Day)
All Objectives
March 3, 2015(1 Day)
All Objectives
March 3, 2015 (1 Day)
All Objectives
March 3, 2015 (1 Day)
All Objectives

Anticipatory Set- Teacher will ask students questions

about what they know about plants. Teacher will call on
different students to tell what plants need in order to
grow.
Timeline
Unit Objective
Number(s)
March 17, 2015 (1 Day)
All Objectives
March 17, 2015 (1 Day)
All Objectives
March 17, 2015 (1 Day)
All Objectives
Independent Practice- Students will complete the

same activity on their own instead on paper to check for
understanding. Students will complete the work sheet
entitled Plant Life Cycle. Students are to cut out the
pictures at the bottom of the worksheet and lace them in
the appropriate boxes as the life cycle of a plant occurs.
For early finishers, students will work on compass
learning until everyone is completed with their work.
March 17, 2015 (1 Day)
All Objectives
Closure- As a closure, teacher will recap what we

learned about plants. Teacher will call on each student
to tell something about a plant and what they need in
order to survive.
Integration of the Arts- Teacher will have students to
draw a picture of a plant and label the parts of each part.
Students will color a picture on the end.
Integration of Health- Teacher will have students to talk
about what fruits and vegetables are grown. Teacher will
have students to talk about how we could keep these
plants healthy.
Integration of Physical Education- Teacher will take a
nature walk and ask students to identify the major
structures of different plants and then draw one of the
March 17, 2015 (1 Day)
All Objectives
March 17, 2015 (1 Day)
All Objectives
March 17, 2015 (1 Day)
All Objectives
March 17, 2015 (1 Day)
All Objectives
Directed Instruction- Teacher will show students a

PowerPoint presentation in which it talks about the life
cycle of the plants. It is detailed about what plants need
starting from a seed up until the time they bloom into
what plant or vegetable it will bloom into.
Guided Practice- On the PowerPoint presentation,
students will complete a plant sort. They are to put in
order the cycle of a plant by dragging the picture in the
boxes. Students are to continue to do this until the
places are in complete order. Teacher will cheer on the
student as they complete the activity. Students will also
practice naming the parts of the plant that are found on
the PowerPoint Presentation.
plants labeling its major structures.

SUBJECT: Social Studies

Timeline
Anticipatory Set- As a group, we will talk about what

are rules and consequences. Next, I will ask students
why they think rules are important in our community.
Directed Instruction- As a class, we will first define
what the word citizenship means to them. Students will
find words that are similar to describe citizenship.
Guided Practice- Conduct a classroom meeting where the
rules for the classroom, school, and playground will be discussed.
Children should assist in creating rules that will guide classroom
discussions and sharing times. Record these rules on a Class
Constitution and have all children sign and date the constitution.
Hang this constitution in a high-traffic area of the classroom where
all students will be reminded of the promise they have made to the
classroom.
After creating a Class Constitution, lead a class discussion about
our rights and responsibilities as learners. Create a T-chart that
lists these rights and responsibilities.
Rights
We have the right to learn.
Unit Objective
Number(s)
March 24, 2015 (1 Day)
All Objectives
March 24, 2015 (1 Day)
All Objectives
March 24, 2015 (1 Day)
All Objectives
Responsibilities
We are responsible for our own
learning.
Independent Practice- Class discusses reasons for

rules. Students fold a piece of paper in half. On one side
they will illustrate students following a rule. On the other
half they will illustrate what may happen without that
rule.
March 24, 2015 (1 Day)
All Objectives
All Objectives
Closure- Have a class celebration to celebrate the

classroom guidelines that you have set up.
March 24, 205 (1 Day)
Integration of Arts- Students can draw picture of a time

when they have to follow the rules. Students will share
with the class.
March 24, 2015 (1 Day)
All Objectives
Integration of Health- Students will discuss how rules

have to be follow when eating certain foods. If a type of
food is healthy what are the consequences of eating that
food.
March 24, 2015 (1 Day)
All Objectives
Integration of Physical Education- Teacher will have

students to walk around the gym to look at the rules.
Teacher will have students to discuss what type of rules
they have to follow at school and within their community.
Students will also discuss why this is important.
March 24, 2015 (1 Day)
All Objectives
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.
I established a balance between grade-level academic standards and expectations and the
needs, abilities and developmental levels of individual students by differiating my learning. I found out
exactly what my students strengths and weaknesses were and began providing work that met their
needs. I began working with the lower level students in groups. Instead of reading the stories as a
whole group activity, I would bring the lower level students to the back table with me to learn. We
would not only read the story but work on different strategies such as the high frequency words that
are found in the story as we read. I would allow each student to take turns reading the words and
practice with fluency so that I have a chance to see who needs help with pronunciation and so forth.
Even though the other students worked in pairs, we all were doing the same exact thing. I ensured
that I provided an equal learning environment for everyone so that they all understand.
Section V A: Unit Assessments - List the key unit assessments.
Key Unit Assessments
Type of Assessment
(Check one for each assessment)
Teacher-Made
Commercially
(A copy of each teacher
Available
made assessment must be

attached to this plan.)
Frog and Toad Comprehension and Vocabulary Test
Comparing and Ordering by Length (Topic 12 Test)
Plant Life Cycle
Rules and Procedures
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 unit assessments were valid and reliable for my students by first
examining exactly what was going to be on the test. I had to familiarize myself with the material so
that I was able to prepare them with the appropriate information that was needed to ensure their
understanding of the subject area. Before instructing, I ensured that commercially made test made
from the story provided for the students matched the Common Core Standards and objectives of what
was expected for them to learn. I used prior knowledge of the students understanding to base my
instruction and how I was going to teach this story to see if they had a little idea about what a garden
was. I gave my students the pre-assessment to see if they were able to recognize some of the high
frequency words that were in the story and also if they could comprehend what they read of the story
so far at home over the weekend. After gathering my data, not so many students did well at all. I
realized that the students werent reading at all like they were supposed to. I began planning my
instruction according to their scores. I provided a PowerPoint presentation daily with their high
frequency and journal writings that the topic referred closely with the story. While reading the book in
a whole group for the first day, I constantly asked questions about different things pertaining in the
story. From Tuesday until Friday, I had students to work in pairs to complete questions about the
story. For my lower level students who read very little and wasnt able to recognize some of the
wording, I worked with the students as a whole. Each student will took turns reading a page so that I
could identify words that they seemed to stumble over. Those who already had knowledge of the unit
were able to work with their partner and answer the reading questions together. We did this routine
daily until Friday of the Post Assessment. I encouraged them every day to take home their book and
read and when we get in class we would continue reading more.
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)
: Post-Assessment(s)
Accommodations
Students were to read the
questions
themselves.
Teacher will place the test
underneath the LUMENS lens
as a focus to what they are
expected to do during that
time. Resource students will
be allowed to take more time
on the assessment and if
needed take their test in a
different setting to ensure
completion and consideration
on their work.
questions
themselves.
on their work.
Evaluation Criteria
A Superior 100-93
B Above Average 92-85
C Average 84-77
D Below Average 76-70
F Not Passing 69 and Below
A Superior 100-93
C Average 84-77
N/A
N/A

questions
themselves.
on their work.
questions
themselves.
on their work.
N/A
A Superior 100-93
C Average 84-77

questions
themselves.
on their work.
A Superior 100-93
C Average 84-77
: Other Assessment(s)
Unit Objective 2:
Pre-Assessment(s)
A Superior 100-93
C Average 84-77
N/A

questions
themselves.
on their work.
N/A
A Superior 100-93
C Average 84-77

questions
themselves.
on their work.
questions
themselves.
on their work.
N/A
A Superior 100-93
C Average 84-77
N/A
A Superior 100-93
C Average 84-77
N/A
Objective 1 Assessment
Writing Topic
Directions: Write how to start a garden. When you are finish, draw a
picture of your own garden.
L.1.1- Observe conventions of grammar and usage when writing or speaking.
Write about how to start a garden.
___________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
Rules and Procedures

1. We have rules and procedures to ______.
a. make the teacher happy
b. keep you safe
c. make students unhappy
2. Which picture shows a class rule?
a.
b.
a.
b.
3. Conduct codes E-S-N-U letters stand for _______.
a. excellent, satisfactory, new, unsatisfactory
b. excellent, satisfactory, needs improvement, unsatisfactory
b. exceptional, satisfactory, needs, unsatisfactory
4. Which shows a student who has listened and followed directions?
a.
b.
c.
c.
c.
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.
Pre-assessment Results for Objective 1 English Language Arts
Student
Student 1
Student 2
Student 3
Student 4
Student 5
Student 6
Student 7
Student 8
Student 9
Student 10
Student 11
Student 12
Student 13
Student 14
Student 15
Student 16
Student 17
Objective 1 Pre-Assessment
Results
100- Passed
93-Passed
93-Passed
88-Passed
82-Passed
82-Passed
82-Passed
76- Passed
76-Passed
71-In Between
71- In Between
65-Failed
47-Failed
35-Failed
41-Failed
94-Passed
42-Failed
Gender of Student
Male
Male
Female
Male
Female
Female
Female
Female
Female
Female
Male
Male
Male
Male
Male
Male
Male
Pre-assessment Results for Objective 1 English Language Art
Students Grades on Pre-Test

120
100
80
60
Students Grades on PreTest
40
20
0
Pre-assessment Focus Students Results for Objective 1

Student
Student 10
Student 13
Objective 1 PreAssessment Results

71- In between
47-Failed
Gender
Female
Male
Pre- assessment Focus Students Results for Objective 1
Pre Assessment Focus Students for Objective 1

80
70
60
Pre Assessment Focus
Students for Objective 1
50
40
30
20
10
0
Student 10
Student 13
The pre-assessment was to test my students to check their prior knowledge of the story read
over the weekend and also their understanding of the high frequency words found in the story. The
pre-assessment was a combined test of comprehension and vocabulary. The test consisted of seven
comprehension questions about the story and ten high frequency word questions where students
have to look at the picture and choose the correct word according to the picture. On the very last
sheet, students were to write about how to start their garden which was a topic we spoken about
during the week. Students were to draw a picture of their garden when they were done. Looking at
the results collected from the assessments, over half of the class passed the first time taking the pretest. I had five students that failed and four students that were in the seventy percentile. From looking
at the scores, the ones that scored really low are my students that constantly need practice. Those
students are the ones who struggle with reading and the other half doesnt like to read. Student 10
and student 13 are in my low group. Student 10, of course, scored reasonable considering being low
but she is capable of better work. She tends to be lazy at times. Student 13 wants attention constantly
and has trouble reading and he is the male. He tends to score low on everything due to lack of
wanting to complete the assignments and being lazy, also. He is also capable of better work, but he
struggles with reading. Therefore, within my group I began pushing them asking more questions. As
we began reading, I began asking them to tell me why this may have happen or why that didnt
happen and so forth. We would also go through the high frequency words at the end of the story.
Students will take turns reading the words until they are able to say them in a fast pace. This shows
me that they have it once we began calling them out fast. We will go over these words every time we
read to ensure they can recognize them and read with fluency while reading the story. Those students
who scored in the seventy percentile students are capable of definitely scoring higher. I will have
them to work with their partner again and read their story three times for understanding. Students will
ask each other questions about the story to each other for understanding,
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. (3) For each visual representation, (3) provide a descriptive
narrative that summarizes your analysis of student progress and achievement. (4) Finally, explain the ways in which you
have assigned student grades (or other indicators of student performance), and what were the overall results? (5) Based on
the overall results, 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.
The information I found did increase my personal understanding of individual students

performance. By providing a pre- assessment to my students allowed me to see where their strengths
and weaknesses were and what I needed to work on during my instruction. When I first began
teaching, I always thought that teaching consisted of all whole group activities, which is what I
discovered is completely not the case. I realized that each student sometimes needs that individual
attention from the teacher to give them that extra push. I found that I had to differiate the strategy of
teaching and start providing small group activities for students to learn. Sometimes, students learn
better when working with their peers that they feel closer to. I began providing the students with more
frequency words they needed to identify throughout the book so that if they see these words they
would know that it is a part of the story. I also began having them to write their spelling words at least
three times so that when they are reading their story they will also recognize those words. I realized
that for the pre assessment that the students didnt do so badly the first time but at the same time I
knew they were capable of better work. My students that scored really low the first time were my
students who struggle to read on a daily basis. Therefore, I wasnt too surprise when they scored low
on the pre assessment. On the post assessment, I was very happy that my low students were able to
move up a little more. I realize that the ones that didnt seem to increase, is definitely a work in
progress. I have to continue to push those students to read more so that they will pass. I really was
satisfied with the post assessment scores because over half of my students passed, and those who
needed to additional help, I will continue to work I will continue to do so. My goal was at least 80%
would pass and I reached my goal. For my subgroup that I focused on, they definitely scored higher
also. I realized that the male needed more hands on experience so he had to actually touch the
words in the book and for my female student; she was more of a visual learner. Everything she had to
see face to face or up close for understanding. But they pulled it together and scored high.
Post--assessment Results for Objective 1 English Language Arts
Student
Objective 1 PostAssessment Results
Gender of Student
Student 1
100-Passed
Male
Student 2
Student 3
100-Passed
94- Passed
Male
Female
Student 4
88- Passed
Male
Student 5
71- In between
Female
Student 6
Student 7
88-Passed
100-Passed
Female
Female
Student 8
94-Paseed
Female
Student 9
100-Passed
Female
Student 10
Student 11
88-Passed
71- In between
Female
Male
Student 12
88- Passed
Male
Student 13
76- Passed
Male
Student 14
47-Failed
Male
Student 15
Student 16
Student 17
47-Failed
92-Passed
88-Passed
Male
Male
Male
Post-assessment Results for Objective 1 English Language Arts
Objective 1 Post Assessment Results

120
100
80
60
Objective 1 Post Assessment Results
40
20
0
Post Assessment Subgroup Individuals Results for Objective 1
Student
Student 10
Student 13
Objective 1 PostAssessment Results

88- Passed
76- Passed
Gender of Student
Female
Male
Post Assessment Subgroup Individuals Results for Objective 1
Post- assessment focus Students Results for Objective 1

90
88
86
84
Post- assessment focus

Students Results for
Objective 1
82
80
78
76
74
72
70
Student 10
Student 13
Pre-Assessment and Post Assessment Results of Objective 1 Together

120
100
80
60
40
20
0
Pre
Assessment
Results
Post
Assessment
Results
I. Provide evidence to support the impact on student learning in terms of the number of students who achieved and make
progress toward the unit objectives.
Here are some pictures of students pre-assessment and postassessment of

objective 1. I also provided some of the open ended responses that students had to
write on the back of the test.
Section VII. Reflection and Self-Assessment

(1) Reflect on and describe the relationship between your students progress and achievement and your teaching
performance.
I believe that my students did very well on the unit assessments. Those students who
struggled at the beginning ended up pulling it together in the end. I realized that they would need
additional assistance and it would take time to get those students where they need to be with reading.
Its going to take practice and consistency. Those who improved were very happy about his/ her
scores. I realized that I have to reflect more while teaching to see where their thinking is at while
reading. We are to do more group discussion so that students are able to hear their classmates
opinions and to see what their peers is thinking about. I was happy to see that my students took time
to read and improved their grades. Those grades were put in the gradebook and both pretest and
posttest was sent home for parents to see what their child has been doing. Evidently it gave the
students a push for improvement.
(2) If you were to teach this unit again to the same groups of students, (2) what, instructional decisions would you make to
improve your students performance? What specific aspects of the instruction need to be modified?
If I were to teach this unit again to the same group, to improve their performance I would
definitely continue to do small group activities. Being that I already know their strength and
weaknesses I would definitely focus on those areas to strengthen. I will continue to drill in their heads
to read, read, and read. They have to know that reading is a big deal in life and it is a must that we
do. I will continue to provide questions for them to answer throughout the story so that they are able
to reflect on what they read and it could stick with them through their reading. I will not rush anything
on them; we would take step by step so that we learn all together at the same time.
(3) What activities were successful? Which were unsuccessful? Give reasons based on theory or research as to why you
believe the activities were successful or unsuccessful.
During instruction, there were many activities that were successful. Showing the students the
story PowerPoint off of the Reading Street website was really helpful. The PowerPoint presentation
provided the high frequency words the students needed to know while reading the story. It also
provides different activities for students to reflect on while reading and providing videos for
background information about the story. By going through the PowerPoint day by day provided
students with background knowledge about the story and gave them different activities to explore with
blending new words and so forth. Another activity that was successful was breaking students into
groups to answer the story questions for the story. This allows me to see who was reading and
reading for understanding instead of speeding through the story. The only thing that I would say was
unsuccessful as far as activities was working in a whole group. I had to break my groups into pieces
so that I was able to address everyone weaknesses. Those who were able to catch on quickly were
able to work by themselves. I found out that the more videos and hands on experiences you provide
the better they understand. Research shows that boys learn better with hands on direct instruction
and girls learn visual. Therefore, providing videos and questions where they could write out for
understanding addressed both students perfectly.
EDUC 450
COMPONENT
UNIT WORK SAMPLE SCORING RUBRIC

TARGET (3)
ACCEPTABLE (2)
SCHOOL OF EDUCATION
UNACCEPTABLE/DEVELOPIN
G (1)
DESCRIPTION OF STUDENTS
Description of
Students
ACEI 3.1
NAEYC 1a
Contextual
Factors
collaborating
with others and
sources of
information
ACEI 3.5/NAEYC
5c
Contextual
Factors
ACEI 3.5/NAEYC
3b
Contextual
Factors
ACEI 5.2/NAEYC
2c
Describes students in-depth

according to ability, disabilities,
ethnicity/race, socioeconomic
status, student interests and
other relevant school factors
that could impact student
learning; list 5 or more factors.
Describes students according to

some differences, lists at least 4
factors that could impact student
learning
Does not include at least three

(3) types of descriptions;
displays minimal understanding
of addressing a variety of
student needs.
Uses substantial information

from descriptions of the students
to select standards to meet
students individual differences
and plan instruction and
assessment
Uses adequate information from

the descriptions to select
standards to meet students
differences and plan instruction
and assessments
Fails to use the information from

the descriptions to plan
instruction and assessments to
meet the needs of students
Data is collected from multiple

sources, including verbal,
nonverbal and media, etc.
Uses at least three (3) types of

sources to collect data
Uses only one data source

(records) to set standards and
plan assessments
Displays an understanding of the

importance of collaborative
relationships with families,
school colleagues and agencies
in the community.
Selected sources show the

importance of collaborative
relationships with families,
school colleagues, and agencies
in the community
Shows little or no importance of

collaborative relationships with
families, school colleagues, and
agencies in the community
Overall Rating
UNIT
Objectives
ACEI 3.3/NAEYC
5b
All objectives are thorough,

significant and challenging, and
are clearly stated and correlated
with the SC State standards
PLAN
Objectives are challenging and

are clearly stated and correlated
with the SC State standards
Objectives are not given;

standards are used.
SCORE
Objectives
ACEI 3.2/NAEYC
5c
Objectives
ACEI 3.2/NAEYC
5c
Objectives are appropriate for

the development, prerequisite
knowledge, experiences,
diversity, and other student
needs
All objectives contain
performance, products,
conditions and criteria
components
Objectives are appropriate for

the development, prerequisite
knowledge and experiences, but
are limited in diversity or other
student needs.
Objectives are measurable,
containing 2-3 components
Objectives are not measurable.
Plans to assess each objective

domain through the assessment
plan.
Plans to assess most of the

objectives through the
assessment plan.
Does not plan to assess the

objectives through the
assessment plan
All assessments are congruent

with standards, content and
cognitive complexity.
Most assessments are congruent

with the standards, content, but
have limited cognitive
complexity.
Assessments are not congruent

with the standards, content, or
cognitive complexity.
All content is paced and

sequenced so that it is covered
in the allotted time
Content is paced that it is

covered in the allotted times, but
there are some sequencing
issues
The content is not paced and

sequenced so that is covered in
the allotted time
All standards thoroughly display

knowledge, skills and
dispositions
Standards are inclusive of

knowledge, skills and
dispositions
Standards are not inclusive of

knowledge, skills, and
dispositions
3 or more activities relate to real

world experiences
2 activities relate to real world

experiences
Activities do not relate to real

world experiences
The instructional plan aligns with

the objective(s) for each content
area.
The instructional plan aligns with

the objective(s) for at least two
or more content areas.
The instructional plan does align

with the objective(s) for any of
content areas.
Objectives are not given;

standards are used.
Overall Rating
Alignment with
Learning
Objectives and
Assessment
ACEI 4.0/NAEYC
3b
Alignment with
Learning
Objectives and
Assessment
ACEI 4.0/NAEYC
3b
Overall Rating
Instructional
Plan
NAEYC 5c
Instructional
Plan
NAEYC 5c
Instructional
Plan
NAEYC 5c
Instructional
Plan
NAEYC 5c
Overall Rating
Selection of
Strategies for
Varying Levels
ACEI 3.3/NAEYC
4b;4c
Design for
Instruction
ACEI 1.0/NAEYC
5c
Uses and justifies a variety of

strategies to teach students on
varying levels, including
activities that require students
to think critically and solve
problems.
Uses a variety of strategies to

teach students on varying levels,
including activities that require
students to think critically and
solve problems.
Uses less than three (3)

strategies; does not
accommodate the varying levels
of students or activities that
require students to think
critically and solve problems.
Designs instruction for specific

learning standards using
students characteristics and
needs for learning contexts.
Designs most of the instruction

using the standards, but fails to
use students characteristics and
needs for learning contexts
Attempts to design the

instruction using the standards,
but the attempt lacks
congruency and fails to use
students characteristics and
needs for learning contexts.
ASSESSMENTS
Knowledge of
Students Skills
and Prior
Learning
ACEI 3.1
Multiple
Assessment
Modes
ACEI 4.0/NAEYC
3b
Multiple
Assessment
Modes/NAEYC 3b
ACEI 4.0/NAEYC
3b
Multiple
Assessment
Modes
ACEI 4.0/NAEYC
3b
Multiple
Assessment
Modes
ACEI 4.0/NAEYC
Displays specific understanding

of students skills and prior
learning that affect instruction.
Displays general understanding

of students skills and prior
Displays no understanding of
students skills and prior
All informal assessments are

completely aligned to the
objectives
Informal assessments are

aligned to adequate portions of
the standards
Does not use informal

assessments
All formal assessments are

completely aligned to the
objectives
Formal assessments are aligned

to adequate portions of the
standards
Does not use formal assessments
Uses more than one (1) authentic

assessment type
Applies an authentic assessment

type
Does not use authentic

assessments
Uses more than one (1) l

performance tasks and includes
the scoring rubric
Uses a performance task(s) but

does not use a scoring ruric
Does not use performance tasks
3b
Multiple
Assessment
Modes
ACEI 4.0/NAEYC
3b
Plans substantially for student

reflections
Plans adequately for student

reflections
Does not plan for student

reflections
All assessments are valid
Most assessments are valid
Assessments are not valid
All items or prompts are clearly

written and correct
Items or prompts are clearly

written, but exhibit minimal
errors
Items or prompts are not clearly

written
All directions and procedures are

clearly written and correct
Directions and procedures are

clearly written, but exhibit
minimal errors
Directions and procedures are

not clearly written
Thoroughly, but succinctly,

explains the scoring procedures
for all of the assessments
Adequately explains some of the

scoring procedures for the
assessments
Fails to explain the scoring

procedures for any of the
assessments.
Uses assessment data using

graphs, charts, tables, etc., to
profile student learning and
communicate information about
student progress and
achievement.
Thorough and accurate
interpretation is provided
Provides an appropriate
summary of assessment data to
explain student learning and
communicate information about
student progress and
achievement.
An adequate interpretation is
provided; contains few errors in
accuracy
Overall Rating
Validity of
Assessments
ACEI 4.0/NAEYC
3b
Validity of
Assessments
ACEI 4.0/NAEYC
3b
Validity of
Assessments
ACEI 4.0/NAEYC
3b
Overall Rating
Scoring
Procedures
Explained(Eval.
Crit)
ACEI 4.0/NAEYC
3b
Analysis of
Student Learning
ACEI 4.0/NAEYC
3b
Interpretation of
Data and
Student Learning
ACEI 4.0/NAEYC
Makes an inadequate attempt to

summarize or display student
learning and communicate
information about student
progress and achievement.
Interpretation is not accurate
3b
Interpretation of
Data and
Student Learning
ACEI 4.0/NAEYC
3b
Interpretation of
Data and
Student Learning
ACEI 4.0/NAEYC
3b
Meaningful, appropriate, and

data supported conclusions are
drawn
Meaningful and appropriate

conclusions are drawn with
limited inclusion of data
Conclusions are not meaningful

or supported by data
Provides relevant and detailed

hypotheses for all achieved and
unachieved learning goals.
Provides generalized hypotheses

for why students met or did not
meet the learning goals
Does not provide hypotheses as

to why the students did not meet
the learning goals
Uses ongoing analysis of student

learning to make instructional
decisions.
Uses intermittent analysis of

student learning to make
instructional decisions.
Provides no evidence of using an

analysis of student learning to
make instructional decisions.
Identifies successful and

unsuccessful activities and
assessments
Identifies unsuccessful and

successful activities , but not
assessments or vice versa
Does not identify successful or

unsuccessful activities or
assessments
Provides plausible reasons

(based on theory or research) for
both the success and lack
thereof
Provides plausible reasons to

support why activities and
assessments were either
successful or not successful
Does not provide reasons to

support the success or
nonsuccess of activities or
assessments
Includes substantial evidence of

the impact on student learning in
terms of the number of students
who achieved and made progress
toward the unit objectives
Includes adequate evidence of

the impact on student learning in
terms of numbers of students
who achieved and made progress
toward the unit objectives
Is easy to follow and contains no

errors in conventions or
grammar usage.
Is easy to follow and contains

minimal errors in conventions or
grammar usage.
Overall Rating
Instructional
Decision-making
ACEI 4.0/NAEYC
3c
Effective
Instruction and
Assessment
ACEI 4.0/NAEYC
3c
Effective
Instruction and
Assessment
ACEI 4.0/NAEYC
3c
Overall Rating
Impact on
Student Learning
ACEI 4.0/NAEYC
3b
Clarity and
Accuracy of
Presentation/NA
Includes incomplete or no
evidence of the impact on
student learning in terms of
numbers of students who
achieved and made progress
toward unit objectives
Is easy to follow and contains
numerous errors in conventions
or grammar usage.
EYC 6b
Reflection/Self
Evaluation
ACEI 5.1/NAEYC
4d
Reflects comprehensively on his

or her instruction and student
learning in order to improve
teaching practice.
Reflects adequately on his or her

instruction and student learning
in order to improve teaching
practice.
TOTAL
Unacceptable/Developing (1)
Acceptable/Meets (2)
Candidate demonstrates a limited amount of

the attributes of the standard. Performance
indicates that few competencies have been
demonstrated.
Candidate demonstrates most of the

attributes of the standard. Performance
indicates that the competency has been
demonstrated including examples, extension,
or enrichment.
Reflects, but does not

adequately support ways to
improve teaching practice.
POINTS
Target/Exceeds (3)
Candidate demonstrates all of the attributes
of the standard. Performance clearly
indicates that the competency has been
mastered, including examples, extension,
and enrichment.

Unit Work Sample Professional Clinical Experience

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Unit Work Sample Professional Clinical Experience

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SCHOOL OF EDUCATION CLAFLIN UNIVERSITY

UNIT WORK SAMPLE GUIDELINES

Revised Fall 2013 ACEI/NAEYC 2010 Standards

EDUC 450: PROFESSIONAL CLINICAL PRACTICE

Dates of unit: from: March 9, 2015 to March 24, 2015

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Section IV: The Unit Plan

English Language Arts

Section IV B: Unit Plan

Instructional Plan for the Unit

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Anticipatory Set: Teacher will have students to

March 9, 2015 (1 Day)

March 9, 2015 ( 1 Day)

March 9, 2015 (1 Day)

March 9, 2015 (1 Day)

Closure- The teacher will recap what we talked about

March 9, 2015 (1 Day)

March 9, 2015 (1 Day)

March 9, 2015 (1 Day)

March 9, 2015 (1 Day)

Instructional Plan for the Unit

paper clips it takes to make the length of that particular

Guided Practice- Teacher and students will go through

March 3, 2015 (Day 1)

March 3, 2015 (Day 1)

1 and number two with the students as a whole group.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

March 3, 2015 (Day 1)

March 3, 2015 (1 Day)

March 3, 2015(1 Day)

March 3, 2015 (1 Day)

March 3, 2015 (1 Day)

Instructional Plan for the Unit

Anticipatory Set- Teacher will ask students questions

March 17, 2015 (1 Day)

March 17, 2015 (1 Day)

March 17, 2015 (1 Day)

Independent Practice- Students will complete the

March 17, 2015 (1 Day)

Closure- As a closure, teacher will recap what we

March 17, 2015 (1 Day)

March 17, 2015 (1 Day)

March 17, 2015 (1 Day)

March 17, 2015 (1 Day)

Directed Instruction- Teacher will show students a

Revised Fall 2013 ACEI/NAEYC 2010 Standards

plants labeling its major structures.

Instructional Plan for the Unit

Anticipatory Set- As a group, we will talk about what

March 24, 2015 (1 Day)

March 24, 2015 (1 Day)

March 24, 2015 (1 Day)

Independent Practice- Class discusses reasons for

March 24, 2015 (1 Day)

Closure- Have a class celebration to celebrate the

March 24, 205 (1 Day)

Integration of Arts- Students can draw picture of a time

March 24, 2015 (1 Day)

Integration of Health- Students will discuss how rules

March 24, 2015 (1 Day)