Kaitlyn Osborne Practicum Placement: Southside Elementary School Cooperating Teacher: Camille Griffin Cooperating Teacher Signature: _____________________________________________________

Date: February 6, 2013 Curriculum Name: Telling Time Publisher: Edmark Research Rationale Two citations that support (or deny) the effectiveness of this program, plus a short summary of the articles. In Effective Mathematics Instruction, The Importance of Curriculum, by Donald B. Crawford, a two-year study was performed to see whether a direct instruction scripted curriculum (Connecting Math Concepts CMC) or instruction from a basal math textbook was more effective. Each teacher taught the students in their classrooms using the different math instruction for one year. At the end of this year, they took the National Achievement Tests, the curriculum based tests derived from the basal textbook, the Connecting Math Concepts curriculum based tests, and multiplication fact sheets. The students that were taught using the scripted math curriculum Connecting Math Concepts scored significantly higher on these tests when compared to the students that were taught math using the basal textbook. The following year, the teacher that taught her students using the basal math textbook the year before, began teaching her students using the math-scripted curriculum, Connecting Math Concepts. After teaching his/her students using the scripted curriculum for the year, the students all scored significantly greater on the standardized tests, and multiplication fact sheets than they had during the previous year. This study overall determined that scripted math curriculums are more effective than teaching math from basal textbooks. Crawford, D. (May 2000). Effective Mathematics Instruction The Importance of Curriculum. Education and Treatment of Children. Vol 23 No. 2 Pages 122-142 In a study, Achievement Effects of Four Early Elementary School Math Curricula: Findings for First and Second Graders, a study examined four different types of curricula and how they affected student progress in math. One of the math curriculas was Saxon Math, which is a scripted curriculum. The other curriculas examined were based on student focused learning, building on concepts the

students already knew, a mix of student and teacher directed instruction, and a basal math curriculum. The different curriculas were implemented in schools for three years. When examining the second graders math success, it was determined that the students who were using Saxon Math, the scripted math curriculum, scored an average of 0.17 standard deviations higher on the standardized math tests. This shows that for second grade students, a scripted math curriculum is more beneficial for their math success. This is important for my instructional program because I am working with second grade students using this scripted curriculum. Agodini, R., Harris B., Thomas, M., Murphy, R., and Gallagher, L. (2010). Achievement Effects of Four Early Elementary School Math Curricula: Findings for First and Second Graders (NCEE 2011-4001). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance Program objective Objectives: 1. When presented with the time on an analog clock, the student will be able to correctly determine the time shown with one hundred percent accuracy for 10/10 consecutive probe trials. 2. When presented with the time on a digital clock, the student will be able to correctly determine the time shown with one hundred percent accuracy for 10/10 consecutive probe trials. 3. When presented with the time, the student will be able to correctly write the time on an analog clock with one hundred percent accuracy for 9/10 consecutive probe trials. Give assessment data (observational, from formal assessments, from teacher interview, etc,) to support the choice of this objective. D.B. was given informal assessments starting on January 23, 2013 and this same informal assessment was repeated two times. When informally interviewing the teacher, she said that D.B. had never been instructed on how to tell time except for the instruction that she may have received in her general education classroom. She also said that she was not sure if she had gained any experience on how to tell time in the regular education classroom. When being informally assessed, she was presented with two questions on the hour, half hour, fifteen past, quarter til, and other times like twenty after the hour. When presented with these times, she was not able to tell time. She would begin by saying the number the first hand was pointing to and then saying the number that the second hand would be pointing to.

For example, if I showed her 4:30, she would say 4, 6. After these informal assessments it was determined that she was unable to currently tell time and that is why these specific objectives were chosen for her.

Generalization What strategies are built into the program? This specific program does not have any generalization strategies. This program just uses the worksheets for instruction to teach the student to tell and write the time. However an analog clock is provided for instruction to help aide in the generalization process. How will you know the student is generalizing the skills you are teaching? What kinds of information could you gather outside of your intervention time? Since the program does not have any generalization strategies, I will implement my own strategies. Once the student reaches the point in this scripted curriculum in which she can begin telling time, I will begin asking her to tell me the time in different areas throughout the day. For example, I will ask her in the classroom what time the clock on the wall says, or I will tell her that she can go to lunch at 12:00 and I will ask her to tell me when the clock turns to 12:00 so she can leave. I will take data on how she can tell time on real analog clocks throughout the school building. Rationale Why this intervention and not something else? If this intervention is required, why do you think it was chosen? Ask your coop! Would you choose something different? If so, why? This intervention was chosen for many reasons. For the teacher, it was important for the student to receive instruction on telling time, and she did not have time to teach her this specific skill during her regular math instruction. This intervention was chosen because direct instruction seems to be the most beneficial way this student to learn how to tell time. I would not choose something different to teach this student how to tell time. The reason why I believe that this intervention will work is because it begins by teaching the student how to tell time with full prompts (visual, verbal, etc.) and then it eventually fades out this prompting so the student will eventually be able to tell the time on both analog and digital clocks, as well as write a time that is given to her. I work with this student for several subjects and she seems to benefit a lot from direct instruction, so I believe this intervention will work great for her.

Assessments/Data Collection Tell SPECIFICALLY what kinds of assessments are offered in this program? What do the assessments evaluate? How are they administered? How will you know the intervention is working? What kind of data collection is involved? This is REALLY important!!! This program is a scripted curriculum so the student is taught using direct instruction. When the student sees a hand on the paper they know to raise their hand and ask for instructions. However, when the student does not see a hand they are supposed to complete the worksheet on their own. When the student is done with the worksheet it is then graded. If the student has less than three errors on that lesson they are supposed to move on to the next lesson. If they miss more than three on a worksheet then they are supposed to repeat the lesson. Therefore, every day is a type of assessment for the students. There are no other assessments that go along with this scripted curriculum. Every day after the student performs the worksheet the errors are recorded on the score sheet that goes along with the corresponding lesson. So, every day the student performs a lesson, data is collected and it is a type of assessment.

Instructional Procedures/Reinforcement/Error Correction What types of procedures do you see here? Think back to 440-Direct instructions? Cognitive strategies? Guided practice? The instructional procedure that this program uses is guided practice. We consider this Telling Time program guided practice because a new concept is taught to the student and then they are expected to perform worksheet problems individually. Every time that a new concept is shown in these worksheets a hand appears on the page. This tells the student that they need to raise their hand and ask for help. At this time the teacher gives the students instruction on how to perform the next questions on the worksheet and so on, this process is repeated. Telling Time is considered guided practice because after the student is taught a concept they are individually accountable to demonstrate their understanding. There is no built in reinforcement for this activity. However, as a teacher I like to go through the worksheet with the student after and give my own reinforcement for how they did. Also, there is no built in error correction. However, I like to go through the worksheet with the student after they complete it and re-teach the concepts that they may not have completely understood, so when they repeat the

lesson they will master these concepts. Maintenance What happens when your student meets criteria for success? How will you know the skill is being maintained? For continued practice for the students after they have mastered telling time using the worksheets and have made it through the whole Telling Time program, they have included extra worksheets and practice sheets for the students to keep completing. This is what the program uses for maintenance to uphold the students ability to be able to tell time. However, along with this program I will also be asking the student to tell me the time of the day several times throughout the week and the day in order to make sure she is maintaining this skill.