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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.
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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. Dont forget to include how you obtained your information about the students.
The student data that I have collected is essential in knowing how to teach my class. Every aspect of their
lives affects the classroom. The students reading levels, disabilities, interests, gender, and ethnicity all
factor in the way that I teach them.
My cooperating teacher, Mrs. Pent, has 21 students in her first grade class. The reading levels of
the students influence all of my instruction. I obtained reading level information from student data. If my
students cannot read on their grade level they may have difficulty learning in other content area. I have
noticed that if they cannot read on a first grade level they will most likely have a difficult time doing tasks
such as reading directions on an assessment. However, twenty percent of my students read on a high
average or high reading level, so I have to find reading material that will not bore them, but help them read
on an even higher level.
Certain conditions can hinder a students attention span. I obtained this information from student
records. A disability could also mean that a child is lacking in one subject and succeeding in another. A
disability could mean that a shadow is placed with the child to guide them throughout the school day. All of
the characteristics I have mentioned above are present in my classroom. I have students with a wide range
of disabilities. I have found it necessary to monitor and adjust when I notice that a student is struggling in a
content area. The student that is accompanied by a shadow makes impulsive sounds throughout the day. I
have learned that continuing with the lesson is usually the best way to deal with that situation.
Observing students to determine their interests can make a huge difference in planning. I observed
the students in centers to see what they like the best. Many of the students liked working with Legos,
modeling clay, and drawing. I have noticed that many of the students like tactile learning. So I have
incorporated tactile elements into my lessons. When teaching lessons I like to implement a hands-on
learning. I have had the students make moon craters by tossing rocks into a container filled with cocoa
powder and flour. When the students do writings, they illustrate what they are writing.
In the class, I have nine female students and twelve male students. Because of this, I have to be
careful to not have gender bias. When conducting a lesson and putting students into teams, I am careful not
to group boys with boys and girls with girls. Heterogeneous grouping works better to ensure no gender bias.
Currently in the classroom, there are twelve Caucasian students and nine African American students. I
found out this information during a teacher conference. There are two students in the class that are biracial.
Mrs. Pent explained that these students would be the nationality of their mother. Gender information can be
utilized to help determine lesson material. Since my classroom has different ethnicities I can work to make
the classroom one that is multicultural as a whole. I can achieve this through the lessons that I teach and
Revised 2015
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.
Unit Objectives
ELA 1: The student will identify the individual words used to form a
compound word.
Correlated
Standards/Expectations
SS
1: The students will summarize the contributions to
democracy that have been made by historic and political figures in
the United States, including Benjamin Franklin, Thomas Jefferson,
Dorothea Dix, Frederick Douglass, Mary McLeod Bethune, and
Franklin D. Roosevelt.
2: The students will identify ways that all citizens can serve
the common good in their communities.
Unit Title: Unit 3, Week 2, Ruby in Her Own Time, Reading Street, South Carolina Grade 1
Length: 5 days
Timeline
Unit
Objective
Number(s)
March 14,2016
Objectives 1
and 2
Objectives 1
and 2
Objectives 1
and 2
Objectives 1
and 2
Objectives 1
and 2
SUBJECT: Mathematics
Length: Five Days
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Objectives 1
and 2
Objectives 1
and 2
Timeline
March 14,2016
Unit Objective
Number(s)
Objectives 1
and 2
Objectives 1
and 2
Objectives 1
and 2
Objectives 1
and 2
Objectives 1
and 2
Objectives 1
and 2
moderation.
Integration of Physical Education: Students came to the
board to post their interests.
SUBJECT: Science
Unit Title:
Objectives 1
and 2
Timeline
Unit Objective
Number(s)
Objectives 1
and 2
Objectives 1
and 2
Objectives 1
and 2
Objectives 1
and 2
Scissors
Brain Pop Jr Video on Natural Resources
Paper
Natural Resources Activity
Integration of the Arts: The students will illustrate what
they learned about the ocean.
Integration of Health: The students will learn how certain
natural resources, such as fruit, are good for our health.
Integration of Physical Education: The student will walk
around the classroom to see what natural resources are
present in the classroom.
Unit Title:
Objectives 1
and 2
Objectives 1
and 2
Objectives 1
and 2
Timeline
March 14, 2016
Unit Objective
Number(s)
Objectives 1
and 2
Objectives 1
and 2
Objectives 1
and 2
Objectives 1
and 2
Objectives 1
and 2
Objectives 1
and 2
Computer
Projector
PowerPoint
Paper
Pencils
Crayons
Integration of the Arts: The students will illustrate their
writings.
Integration of Health: The students will learn that we can
grow a vegetable garden our community.
March 14, 2016
Integration of Physical Education: The students will
learn that we can walk around our community.
Objectives 1
and 2
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 feel that these instructional plans are aligned with South Carolina First Grade standards and
they meet the needs, abilities, and developmental levels of each student. I want to ensure that the
objectives are correlated with the standards and are thorough, significant, challenging, and clearly
stated. The instruction is adjusted to meet each students development, diversity, and special needs.
While instructing I strive to access students prior knowledge to enhance and add to what the
student may already know. I strive to engage students through allowing them to see the material
outside of the classroom. Just as they learned how Frederick Douglass helped those around him, the
students can help their community as well. I frequently check for understanding so that each student
is able to let me know that they comprehend the material well.
The instructional plan is greatly determined by students individual characteristics, needs, and
learning contexts. I know that some of my students do not write as well as others. Many times their
illustrations help me understand the context of their writing. One of my students has a shadow; I
follow what is outlined in his IEP. Some of my students complete their classwork ahead of others. I
have centers set up around the classroom with extension activities.
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Type of Assessment
(Check one for each assessment)
Teacher-Made
Commercially
(A copy of each teacher
Available
ELA
MATH
SCIENCE
SOCIAL STUDIES
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?
The assessments are valid and reliable because they are aligned with the material that I taught
in the unit. These assessments cover all content areas. The assessments evaluate the real life
experiences given to the students throughout the unit. Pre-assessments allowed me to see where my
students were before starting the unit. Formative assessments allowed me to see how the class did
during the unit. Summative assessments gave me understanding on how well my students learned
the material of the entire unit. Each assessment allowed for student growth and my understanding of
where each student was academically.
Section V B: Other 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
ELA
Unit Objective 1: Pre-Assessment(s)
Formative Assessment(s)
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Accommodations
Evaluation Criteria
All students will receive A=93-100
instructions
orally. B= 85-92 ; C= 77-84 ; D =70Accommodations
76 ; F =-70
as outlined for students
with IEPs. Student with
shadow may have the
Summative Assessment(s)
ELA
Unit Objective 2: Pre-Assessment(s)
Formative Assessment(s)
Summative Assessment(s)
Mathematics
Unit Objective 1: Pre-Assessment(s)
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A=93-100
B= 85-92 ; C= 77-84 ; D =7076 ; F =-70
A=93-100
B= 85-92 ; C= 77-84 ; D =7076 ; F =-70
A=93-100
B= 85-92 ; C= 77-84 ; D =7076 ; F =-70
A=93-100
B= 85-92 ; C= 77-84 ; D =7076 ; F =-70
A=93-100
B= 85-92 ; C= 77-84 ; D =7076 ; F =-70
A=93-100
B= 85-92 ; C= 77-84 ; D =7076 ; F =-70
: Post-Assessment(s)
: Other Assessment(s)
Mathematics
Unit Objective 2: Pre-Assessment(s)
Formative Assessment(s)
A=93-100
B= 85-92 ; C= 77-84 ; D =7076 ; F =-70
A=93-100
B= 85-92 ; C= 77-84 ; D =7076 ; F =-70
A=93-100
B= 85-92 ; C= 77-84 ; D =7076 ; F =-70
A=93-100
B= 85-92 ; C= 77-84 ; D =7076 ; F =-70
Summative Assessment(s)
Science
Unit Objective 1: Pre-Assessment(s)
Formative Assessment(s)
Summative Assessment(s)
Science
Unit Objective 2: Pre-Assessment(s)
Formative Assessment(s)
Summative Assessment(s)
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A=93-100
B= 85-92 ; C= 77-84 ; D =7076 ; F =-70
A=93-100
B= 85-92 ; C= 77-84 ; D =7076 ; F =-70
A=93-100
B= 85-92 ; C= 77-84 ; D =7076 ; F =-70
A=93-100
B= 85-92 ; C= 77-84 ; D =7076 ; F =-70
Social Studies
Unit Objective 1: Pre-Assessment(s)
Formative Assessment(s)
Summative Assessment(s)
Social Studies
Unit Objective 2: Pre-Assessment(s)
Formative Assessment(s)
Summative Assessment(s)
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A=93-100
B= 85-92 ; C= 77-84 ; D =7076 ; F =-70
A=93-100
B= 85-92 ; C= 77-84 ; D =7076 ; F =-70
A=93-100
B= 85-92 ; C= 77-84 ; D =7076 ; F =-70
A=93-100
B= 85-92 ; C= 77-84 ; D =7076 ; F =-70
A=93-100
B= 85-92 ; C= 77-84 ; D =7076 ; F =-70
A=93-100
B= 85-92 ; C= 77-84 ; D =7076 ; F =-70
Pre-Assessment
Post Assessment
40
20
0
Student
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(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.
(7) 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.
The information of the table did allow me to better understand students progress relative to
unit objectives. The majority of the students did perform better on the post test.
Student
Student 1
Student 2
Student 4
Student 5
Student 6
Student 9
Student 10
Student 11
Student 14
Student 16
Student 19
Student 21
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Gender
Male
Male
Male
Male
Male
Male
Male
Male
Male
Male
Male
Male
250
200
150
100
50
0
Student 11
Student 19
Pre-Test
Post-Test
I chose a subgroup based on gender. I chose male students for the subgroup. I also chose two
males in the classroom for another group. It is obvious that their families are involved in their learning
outside of the classroom.
I assigned grades based on how many questions the student answered correctly. If a student
answered in a way that was questionable (if they answered with a 6 that looked more like a zero) I
Revised 2015
would mark the answer wrong. Each question was worth 12.5 points. The assessment had 10
questions.
The students did gain all that I had expected. I expected for most of them to understand the
material in the pre-assessment, and the majority did. Only 19 percent scored lower than a 100 on the
post test.
These results follow evaluation criteria and are set up in the teacher gradebook on Power
teacher and are district wide for 1st through 12th grade. I have reported them to my cooperating
teacher.
The students achieved progress in learning unit objectives between the pre-test and the post
test. 43% of the 21 students scored below a 100 on the pre-test compared to 19% of the 21 students
scoring below a 100 on the post test.
Revised 2015
I feel that the way that the students graphed later in the unit was successful. I could use more
hands-on learning to help the students better understand the material. Constructivist Theory supports
the idea of discovery and hands on learning. This theory comes from Piaget and Vygotskys theories.
Revised 2015
ELA Objective 1
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Science Objective 1
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Math Objective 2
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Scienc
e
Objecti
ve 2
Social
Studi
es
Objec
tive 1
Revised 2015
EDUC 450
Name:
COMPONENT
ACCEPTABLE (2)
SCHOOL OF EDUCATION
Date:
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
Overall Rating
UNIT
Objectives
ACEI 3.3/NAEYC
5b
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PLAN
SCORE
Objectives
ACEI 3.2/NAEYC
5c
Objectives
ACEI 3.2/NAEYC
5c
Overall Rating
Instructional
Plan
NAEYC 5c
Instructional
Plan
NAEYC 5c
Instructional
Plan
NAEYC 5c
Instructional
Plan
NAEYC 5c
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
Revised 2015
Selection of
Strategies for
Varying Levels
ACEI 3.3/NAEYC
4b;4c
Design for
Instruction
ACEI 1.0/NAEYC
5c
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
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Displays no understanding of
students skills and prior
learning that affect instruction.
3b
Multiple
Assessment
Modes
ACEI 4.0/NAEYC
3b
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
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3b
Interpretation of
Data and
Student Learning
ACEI 4.0/NAEYC
3b
Interpretation of
Data and
Student Learning
ACEI 4.0/NAEYC
3b
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
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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
Student Work
TOTAL
Unacceptable/Developing (1)
Candidate demonstrates a limited amount of the
attributes of the standard. Performance indicates
that few competencies have been demonstrated.
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Acceptable/Meets (3)
Candidate demonstrates most of the attributes of
the standard. Performance indicates that the
competency has been demonstrated including
examples, extension, or enrichment.
POINTS
Target/Exceeds (5)
Candidate demonstrates all of the attributes of the
standard. Performance clearly indicates that the
competency has been mastered, including
examples, extension, and enrichment.