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.

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

Candidate: Jessica McCrea

Cooperating Teacher: Mrs. Linda Graham

Academic Year: 2014 Grade Level: 1st

District: Orangeburg Consolidated School District 5 School: Sheridan Elementary Subject: Math Subject: Science Dates of unit: February 10 to Dates of unit: February 3 to April 4, 2014 March 28, 2014

Section I: Unit Title and/or Description: 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.

There are a total of 24 students in my classroom. This population is made up of 16 females and 8 males. Of the 24 students, 17 are African American, 5 are Hispanics and 2 students are Caucasian. Nine students are reading on a 0-0.9 level, nine students are reading on a 1-1.9 reading level, and six students are reading on a 2-2.6 reading level. Four out of the 24 students receive assistance from the ESOL teacher, and one out of the four receives additional support from the resource and speech personnel. The information above was collected from the class roster, the Accelerated Reader program, Mrs. Graham (cooperating teacher), the cafeteria receptionist and class observations.

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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.

The contextual factors that are likely to impact instruction and/or student learning are the students gender, ethnic backgrounds, reading level ranges, additional instructional support and socioeconomic status. This class is made up of 16 females and 8 males whose ethnic backgrounds include African American, Hispanic and Caucasian. Of these 24 students, 9 students are below a first grade reading level, 9 students are on first grade reading level and 6 students are above a first grade reading level. Four out of the 24 students are ELLs and receive extra instructional support from the ESOL teacher. Of these four students, one also receives additional support from the resource and speech personnel. Of the 24 students, 20 have a low socioeconomic status and receive free school lunch, and 4 students pay full price for lunch. The information above was

collected from the class roster, the Accelerated Reader program, Mrs. Graham (cooperating teacher), the cafeteria receptionist and class observations.
The following factors stated above will be taken into great consideration during my planning and instruction. I will use the gender differences to help engage and interest students more by including activities throughout my lessons that both the male and female students can relate to (ex: have word problems about video games that interest the males & a word problem about dolls for the females). To engage students of all ethnic backgrounds, I will use a variety of multicultural literature that promotes acceptance, tolerance and pride within each ethnic group. To accommodate the wide range of reading levels in this class, I will use the appropriate leveled text (below, on or above reading level) for each student and incorporate small group reading during the ELA block. I will use a variety of strategies, such as scaffolding, using vivid examples and speaking more slowly during instruction to accommodate the 4 ELLs in my class. To accommodate the 1 ELL student who receives additional support from resource and speech, I will use an one-on-one approach and utilize the assistance from the resource/speech personnel. The majority of the class has a low SES and I will keep this inconsideration by assigning projects/assignments that parents do not have to buy and/or I will provide the materials for all of students. I will continue to collaborate and seek assistance from parents, my cooperating teacher and other school officials if necessary to ensure that the students have everything they need to be successful.

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.)

Math Unit Objective

1.

Correlated Standards/Expectations 1. NBT.1

The student will count to 120 starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.

Science Unit Objectives

2. Illustrate changes in the moons appearance.

Correlated Standards/Expectations
1-3.4

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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 Sequence of Steps Anticipatory Set To motivate and get students attention, the teacher will show a video clip. Direct Guided The teacher will define lessons vocabulary and model what is expected of the students . Unit Objective Number(s)

Unit Objective 1 and 2

Together the teacher and students will read aloud the assigned text and discuss what was read and/or complete practice problems as a class.

Independent Students will complete an activity worksheet on what was taught. Differentiation Instruction For students who do not understand the material and are presently learning English, scaffolding, questioning, small group intervention, and manipulatives, visuals and vivid examples will be given to help illustrate the content. The teacher will read the text pages more than once if needed. For students who have already mastered the content, they will be given a writing prompt relevant to lesson. Closure The teacher will review the main objective of the lesson and students will reflect on what they have learned. Key Instructional Activities Students will complete read relevant text, complete practice problems as a class and complete an activity worksheet. Key Instructional Strategies The teacher will model what is expected of students and differentiate instruction using manipulatives, small groups, questioning and scaffolding. Materials Students: pencils, paper, textbook (Science Textbook, Science and Math journal, activity worksheet Teacher: paper, Teacher Edition textbook, internet access, laptop, smart board and a red pen. Resources Orangeburg Consolidated School District 5 Curriculum Guide Integration of Math The teacher will relate what is being taught to math. Integration of Science The teacher will relate what is being taught to science. Integration of SS The teacher will relate what is being taught to social studies. Integration of ELA The teacher will relate what is being taught to ELA. Integration of the Arts The teacher will relate what is being taught to the arts. Integration of Health The teacher will relate what is being taught to health.

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Integration of Physical Education The teacher will relate what is being taught to health.

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. To establish a balance between grade-level academic standards and expectations and the needs, abilities and developmental levels of individual students, I used my instructional plans for Objective 1 and 2 to prepare fun, engaging grade level appropriate activities that corresponded with the Orangeburg Consolidate School District 5 curriculum guide. In doing so, I defined useful vocabulary that was needed in each lesson, made sure that I modeled everything that was expected of the students and incorporated activities that were engaging and increased ownership such as student skits and showing relevant video clips. I instructed all students to repeat information with me and to themselves as a way to help information stick with them. To differentiate instruction for the ELLs and students who need extra assistance, I used vivid examples, slowed speech, scaffolding and modeling strategies and graphic organizers throughout the lesson as well as administered tests in a small group setting. For students who quickly grasped the content, they would be given a relevant supplemental writing prompt or given the opportunity to assist those students who were struggling with the content. The latter strategy is called pair learning. In planning my instructional plans for Objective 1 and 2, I took great consideration of my students demographics such as socioeconomic status, the varying reading level ranges and those students who receive additional assistance from other school personnel (i.e., ESOL teacher/Speech and Resource teacher). While planning, I made sure that to give students all of the materials that they need so parents would not have to worry about purchasing material. For the varying reading levels, I used pair reading, reading aloud and small group reading throughout the lessons. For the students (ELLs) who receive additional assistance from school personnel, I made sure that I re-read assignment directions and items to students and extra time was given to complete assignments if needed.

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.)

Worksheet Formal Assessment Topic/Unit Test Formal Assessment

x x

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 the given unit assessments were valid for all students by analyzing the assessments to see if the assessment assessed what was taught and was aligned with the objectives. I analyzed the assessments reliability by making sure the content of the assessment was consistent throughout the assessment. The validity and reliability was also determined by making sure the assessment material correspond with the OCSD5 curriculum standards/objectives that were established. When planning my instruction, I used my prior understanding of my students skill to accommodate the diversity within this class. To accommodate my ELLs, I used a variety of strategies (ex: scaffolding, using lots of examples & slower speech) throughout the lesson and administered the assessment in a small group (reading the directions are test items 3 times). Knowing that the majority of the class has a low SES and the students may not have been exposed to the vocabulary/content, I used vivid descriptions and scaffolding techniques. To engage all students, especially those students who get easily distracted, I incorporated technology in the lesson using the smartboard during instruction. To build students

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motivation and establish ownership of their learning, students also had the opportunity to participate in demonstration that was aligned with the lesson and objective.

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 Directions and words will A= 93-100 B= 92-85 be read to ELLs only.
C= 84-77 D= 76-70 F= 69-0 A= 93-100 B= 92-85 C= 84-77 D= 76-70 F= 69-0

: Post-Assessment(s)

Directions and words will be read to ELLs only.

: Other Assessment(s) N/A

N/A

Unit Objective 2: Pre-Assessment(s)

Directions and words will A= 93-100 B= 92-85 be read to ELLs only.

C= 84-77 D= 76-70 F= 69-0 A= 93-100 B= 92-85 C= 84-77 D= 76-70 F= 69-0

: Post-Assessment(s)

Directions and words will be read to ELLs only.

: Other Assessment(s) N/A

N/A

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. After administering and analyzing the pre-assessment, I noticed that the majority of the students made less than 70% and were unfamiliar or had little to no knowledge on objective 1 and 2; however, a few students made 70% or higher and demonstrated that these objectives were strengths, not a weakness.

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Pre-Assessment for Objective 1 This pre-assessment instructed students to circle the number that was represented in the picture given. This assessment included 13 items.

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Answer Key for Pre-assessment for Objective 1

Scoring for Pre-assessment for Objective 1

1. D 2. A 3.C 4.C 5. A 6.D 7.B 8.D 9.C 10. A 11.D 12.B 13.D

0 correct= 0 points = F 1 correct= 7 points =F 2 correct= 15 points= F 3 correct= 23 points= F 4 correct= 31 points= F 5 correct= 39 points= F 6 correct= 46 points= F 7 correct= 54 points=F

8 correct= 62 points=F 9 correct= 69 points=F 10 correct=77 points=C 11 correct=85points=B 12 correct=92points=B 13 correct=100points=A

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Pre-Assessment for Objective 2 This pre-assessment instructed students to draw and label the phases of the moon. This was a standard that was previously taught during semester 1 and retaught this semester.

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Scoring for Pre-Assessment for Objective 2

6 correct= 100 points= A 5 correct= 83 points = C 4 correct = 67 points= F 3 correct= 50 points= F 2 correct= 33 points = F 1 correct= 17 points= F 0 correct= 0 points= F

Pre-Assessment Results Objective 1: (1.NBT.1 The student will count to 120 starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.) Objective 2: (1-3.4 The student will illustrate changes in the moons appearance.)

Student

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

Objective 1 S=strength(70%orhigher) W=weakness(below70%) W W W W W W S W W W S W W W W W W W W

Objective 2

Score (Letter Grade) Objective 1 Objective 2 F F F F F F B F F F A F F F F F F F F F F

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

W
W W W W W W

C F F F F F F F F F F F F F F F F F

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21 22 23 24

W W S S

W W S S

F F B C

F F C C

The results of the pre-assessment shows that only 4 students were familiar with the material for Objective 1 and reflected strength, while the remaining 20 students were unfamiliar with the material for objective 1 and reflected a weakness. The preassessment results for Objective 2 shows that only 3 students were familiar with the material and reflected strength, while the remaining 21 students were unfamiliar with the material. I believe that the pre-assessment for both objectives were valid because they were aligned with the standard; but it was not reliable for objective 1 because the students should have some prior knowledge of the material from the previous grade but the majority of the students did not demonstrate that knowledge. This was an implication and I had to plan instruction accordingly. Another implication was the fact that about one third of the class is not reading on reading level, and this reflected in students progress when they have to re -read assessments on their own. I had to make sure to incorporate activities within the lesson that helped students remember and make meaning of the content.

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. This information greatly increased my understanding of individual student. This information made me more aware to the fact of how significantly some of the students inability to read and comprehend is hindering their success and performance on assessment s. This is something that I will strongly work on for the future. Grades were assigned based on the following grading scale: These grades were recorded into the PowerTeacher software and reported to the teacher and parents. Parents have access to the software to view their childs grades and prog ress. A= 93-100 C= 84-77 F= 69-0 Grading Scale B= 92-85 D= 76-70

Overall, after the data below was analyzed, I noticed that the majority of the class grades increased for both objectives 1 and 2; however, some students scores did not reach the 70% or higher goal that was stated in the objectives. I was extremely glad to see the majority of the scores for the objective 2 post-test reflected a tremendous increase. Based on these results, I can tell that the students did not gain what I expected them to gain for Objective 1, but the majority of the class achieved the goal for Objective 2. Pre-Assessment S=strength(70%orhigher) W=weakness(below70%) Post-Assessment S=strength(70%orhigher) Score (Letter Grade) W=weakness(below70%)

Student

Score (Letter Grade)

Object. 1

Object. 2

Object. 1

Object. 2

Object. 1

Object. 2

Object. 1

Object. 2

1 2

W W

F F

W W

S S

F F

A A

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3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24

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

S W W W W W W W W W W

F F F F F B F F F A F F F F F F F F F F B C

W
W W W W W W W W S S

C F F F F F F F F F F F F F F F F F F F C C

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

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

A F F F F C F F C F C C F C F C F F B F A B

A F A A F A A A A A A A A A F A A A A A A A

Subgroup: English Language Learners Student Pre-Assessment S=strength(70%orhigher) W=weakness(below70%) Score (Letter Grade) Post-Assessment S=strength(70%orhigher) Score (Letter Grade) W=weakness(below70%)

Object. 1

Object. 2

Object. 1 2

Object.

Object. 1

Object. 2

Object. 1

Object. 2

2 5 16

W W W

W W W

F F F

F F

W W S

S S S

F F C

A A A

I have 3 ESOL/ELLs in my classroom. To accommodate these students, the post-assessment was administered in a small group and the directions were read 3 times. For the post-assessment, only one of the students achieved the 70% or higher goal for objective 1; however, all of the students achieved the 70% of higher goal for objective 2.

Student

Pre-Assessment S=strength(70%orhigher) W=weakness(below70%)

Subgroup: Receives Resource and Speech Support Post-Assessment Score (Letter S=strength(70%orhigher) Score (Letter Grade) Grade) W=weakness(below70%)

Object. 1

Object. 2

Object. 1 2

Object.

Object. 1

Object. 2

Object. 1

Object. 2

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I have 1 student who is an ELL and receives assistance from the resource and speech personnel. This student speaking, reading and writing in the English Language is not proficient. This student did not reach the 70% or higher goal for objective 1, however, progression was shown for Objective 2.

Section VII. Reflection and Self-Assessment

(1) Reflect on and describe the relationship between your students progress and 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? As I reflect on my students progress and achievement, I realized that the majority of the students did not meet the 70% or higher goal for objective 1. This was mainly due to the fact that some of the students cannot read (these students have no IEPs, therefore I could not make any drastic accommodations) and they just did not put forth their best effort. On the other hand, the majority of the class met the goal for objective 2. I believe the majority of the students did better on the objective 2 post-assessment than they did on the objective 1 post-assessment, because I incorporated a hands-on Oreo cookie demonstration that allowed to students to create the different phases of the moon; I believe this made the information stick with them. As related to my teaching performance, I find it necessary that I focus more time on reading and decoding words with all of the students during instruction because not being able to read the test materials instructions is hindering their success. If I taught these objectives to the same students, I would incorporate more hands-on activities and small group interventions that would make the lesson more meaningful. One modification that I would implement for Objective 1 is to incorporate more time for students to drill the math problems. I believe this strategy may benefit all students.

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Appendix 1 Pre-Assessment Objective 1

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Appendix 2 Post-Assessment Objective 1

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Appendix 3 Pre-Assessment Objective 2

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Appendix 4 Post-Assessment Objective 2

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