Tpa Final

TPA
Senior Seminar
Tiffany Reynolds
TPA Task 1
Types of Factors Contextual Factors
Community, School, and Family Springville Elementary School is a small
Factors school in rural Tazewell County, Virginia.
Rural In the community, the race is
White alone, percent, July 1, predominately Caucasian. Most of the
2015, people in the area have lived in the
(V2015) 94.5% same house for at least a year, making
Households, 2011-2015 17,832 it easier to teach students in schools. If
Persons per household, 2011- a child moved around from home to
2015 home, there would be no stability in
2.38 their life and that can affect a child's
Living in same house 1 year ago, education. There is a low percentile of
persons that can speak another
percent of persons age 1
language other than English. This
year+, 2011-
causes there to be a small amount of
2015 88.7%
diversity in the classrooms. The
Language other than English
occupations of parents in the area are
spoken at
mostly mining, railroading,
home, percent of persons age
manufacturing, and light industry. The
5
school is a small school having an
years+, 2011-2015 1.6%
enrollment of only one hundred and
The principle occupations of thirteen students. This can help for
parents students to be able to have more one
are mining, railroading, on one instruction and help. There is a
manufacturing, and light high percentage of students who
industry receive free or reduced lunch, which
113 students in the school shows many students may not have a
High percentage of students great home life. There are about one
receive teacher every twenty students. There
free or reduced lunch are fourteen to seventeen students who
About one teacher every 20 have IEP's, which is a high number of
students students. The causes the need for a
About 14-17 students have IEP's, special education aide. In the school,
which causes the need for a there are only two ELL students, one
special being in the first grade and the other
education aide being in the third grade. Both of these
2 ELL students; one in first grade students mainly speak Spanish. All of
and the students could learn about diversity
one in third grade; both being and culture through these students.
Spanish
speaking
Classroom Factors Within the classroom, there are five

5 sets of 4 tables grouped sets of four tables grouped together.
together The classroom is set up this way in
Rules: Golden Rule, be order for the students to have small
responsible, be group activities. The more and more
respectful, have listening ears that I observe though, I feel that some
Stay quiet in the hallways and of the students should not be grouped
stay in together because of the disturbances in
line class. In the class, there are rules of the
Listen while someone is talking golden rule, be responsible, be
PTA respectful, and have listening ears.
Title I Parental Involvement Plan They also have to stay quiet in the
Students go to the computer lab hallways and stay in line. They also
once and/or twice within a school need to listen while someone else is
day talking, which falls under being
respectful. PTA and the Title I Parental
Involvement Plan help for parents to be
more involved in their child's life. The
Title I Parental Involvement Plan helps
to get parents involved in their child's
education by giving them surveys to
complete, allowing to schedule times to
meet with the teacher to go over the
student's scores, supplying workshops
for the parents to attend and even help
parents of fifth graders transition their
child to middle school. The students are
also supplied technology within the
schools. During the school day, the
students will go to the computer lab
once and/or twice within the day. In the
computer lab they will most likely play
educational games.
Content Specific Factors DOJO is used to reward and punish
DOJO students. If a student misbehaves they
Spelling City lose a point, but if they behave then
Imagine It! they earn a point. DOJO also helps for
enVisionMATH the teacher to keep up with parents and
Reading Eggs let the parents know how well their
ABCYA student is doing in the classroom. When
Superteachers.com the students go to the computer lab,
they either get on Spelling City,
A newsletter is presented at the
Reading Eggs, or ABCYA. These
beginning of each week
websites are educational games that
Student planners are given to
the children love to play. The reading
students program that is taught in the classroom
is Imagine It! The teacher is given unit
books and workstations for each unit in
the program. The math program that is
taught in the classroom is
enVisionMATH. This program supplies
worksheets, activities, and assessments
for the math unit. The teacher also uses
superteachers.com to create a
newsletter each week for the students
and parents. The students are also give
the materials of a student planner to
write down their homework, spelling
words, and many other important
things.
Student Factors (In terms of the My classroom is a second grade
whole class classroom that consists of ten girls and
and individual ten boys. About eighteen out of the
students) twenty students have ADD or ADHD.
Second Grade Not all of the students are diagnosed
10 girls, 10 boys with it, but it is obvious that they are
Rough estimate of 18 out of the ADD or ADHD. This effects the
20 classroom by making the activities and
students have ADHD assignments align with ADD or ADHD
A student that is seen as having children. There is also a student in the
autism classroom that is seen as having autism
and is currently being tested, and is currently being tested for being
but is autistic. She has not been diagnosed
not diagnosed as autistic yet yet, therefore she does not have any
The whole class is Caucasian kind of help within the classroom. This
student needs extra help and that is
4 special education students, but
when the teacher gives extra help or
one being tested currently
another student helps her themselves.
The classroom as a whole has a
The whole class is Caucasian, therefore
problem with listening skills
there is not much diversity in the
Students seem to enjoy activities
classroom. This is when the teacher
that involve them moving around would have to create diversity within
the classroom in order for the students
to learn off of each other. Out of the
whole classroom, there are four special
education students and one student
being tested currently. This causes for
an aide to come into the classroom
every now and then to help these
students. The classroom as a whole has
a problem with listening skills and it
needs to be advanced through activities
and implementation of the rule of
having listening ears. I also have
figured out that the students enjoy
activities that involve them moving
around, possibly because these
students are ADD or ADHD.
Contextual Factors Narrative
There are many factors that can play in a child's education. There are community,
school, and family factors; classroom factors; content specific factors; and student
factors. There are many different community, school, and family factors. With
Tazewell County, it is seen as a school within the rural area. The total amount of
students at Springville Elementary School are one hundred thirteen students. Due to
the small number of enrollment, I feel that the students will be able to learn more
because they are not overwhelmed by the amount of students in the school. There
is a high percentage of students who have a free or reduced lunch. This shows that
some of these students may live in poverty and as a teacher, I have to take that
into consideration. Every twenty students, there should be one teacher. I feel that
this is average for an elementary school in a small rural town. In the school, there
are fourteen to seventeen students that have IEPs causing the school to hire a
special education aide. I have noticed there is not much diversity within the school,
but there are two ELL students within the school both being Spanish speaking. One
ELL student is in the first grade, while the other is in the third grade. These students
could help all the other students learn about diversity and a different language.
With classroom factors, a teacher has to take in consideration classroom
arrangement, classroom rules and routines, parental involvement, and use of
technology. In the classroom that I am student teaching, there are five sets of four
tables grouped together. There is one table that has the children that receive
special needs care. I can see where this is useful, but I feel that these children need
to experience involvement with other children as well in order for them to improve
their education. The main rules in the classroom are the Golden Rule, to be
responsible, to be respectful, and to have listening ears. I have noticed a lot of the
students do not follow these rules, so the rules should be reinforced. With routine,
students should stay quiet and stand in a line in the hallway and also they should
listen while somebody else is talking. Parents can be involved through the PTA
and/or the Title I Parental Involvement Plan. The Title I Parental Involvement Plan
helps to get parents involved in their child's education by giving them surveys to
complete, allowing to schedule times to meet with the teacher to go over the
student's scores, and even help parents of fifth graders transition their child to
middle school. With this program, many workshops are offered to parents. Students
also have availability of technology either once or twice a day.
With content specific factors, the teacher uses Dojo, Spelling City, Reading Eggs,
ABCYA, IXL and Superteachers.com. Dojo is used in the classroom in order for
students to know if they are losing or earning points for their behavior or
educational performance. Dojo is also used for the teacher to take attendance and
also to communicate with the parents of the students. Spelling City is used for
students to study their spelling words through educational games and also take
their spelling tests online. Reading Eggs, ABCYA, and IXL are educational websites
that the children may go on to once they are finished with a test.
Superteachers.com is used by the teacher to create her newsletters each week and
to also find extra worksheets for the students. This is not a free website, but some
of the things on this website is free. The students are taught their reading through a
program called Imagine It! With this program not only does the teacher get their
own unit book, but also is given packets for workstations. The students are taught
their math through a program called enVisionMath. With this program, the teacher
receives a unit book, worksheets, activities and tests for the students in each lesson
they are taught. Students also were given at the beginning of the year their own
planners and the teacher has taken advantage of this by having the students write
down their homework everyday within the planner.
With student factors, I am student teaching a second grade classroom. There are
twenty students, ten of them being boys and ten of them being girls. This makes it
fun to create competitions between the boys and the girls in the classroom. In the
classroom, there are roughly eighteen out of twenty students that show signs of
having ADD or ADHD. This makes it hard for the students to keep up with the
activities, so the teacher would have to create activities that the students are
interested to or stay on top of the children for them to get their assignments
finished and pay attention. In the classroom, one student caught my attention of
having signs of being autistic. This student is currently being tested, but is not yet
diagnosed as autistic. This student has trouble keeping up with her work, traveling
from one room to another, and getting her work finished on time. It is obvious that
this child needs accommodations and extra help. I had noticed that the whole
classroom is Caucasian, which creates not much diversity within the classroom. This
is where the teacher would have to become creative and create diversity in the
classroom in order for students to learn about diversity. Currently there are four out
of twenty of the students that receive special education services. Due to the other
student being tested, it may end up being five out of twenty students with special
education services. The classroom as a whole has problem with listening skills and I
believe it is because many of the students show signs of being ADD or ADHD by not
paying attention. I did notice though that the students did pay a lot more attention
when they are doing physical activities. I once did an activity with them where they
were all running around the room and they listened very well with that activity.
Resources
1. Interview, Maxfield, Debby, January 22nd, 2017
2. Springville Elementary School, "Title I Parental Involvement Plan: Springville
Elementary Title I Parental Involvement Plan," Nov. 24th, 2014,
http://ses.tazewell.k12.va.us/?
PageName=LatestNews&Section=Highlights&ItemID=181395&ISrc=School&I
type=Highlights&IFrom=&SID=
3. Stephens, Anthony K., Springville Elementary School, "About The School:
History of Springville School," Feb. 2005, http://ses.tazewell.k12.va.us/?
PageName='AboutTheSchool
4. United States Census Bureau, "Quick Facts: Tazewell County, Virginia,"
https://www.census.gov/quickfacts/table/PST045215/51185#flag-js-NA
Task 2
1. Big Idea: The students show comprehension of the story of the week, the
vocabulary of the week, phonics and fluency of the week, and the
grammar, usage, and mechanics of the week.
2. Standards 3A. Learning Goals 3B. Type/Level of
Goals
1. 2.2 The student will Students will be Cognitive domain
expand able to define the because the students
understanding and words that are mainly have to identify
use of word given to them and create. The students
meanings. e) Use also have to define,
vocabulary from which lies underneath
other content the affective domain.
areas.
2. 2.7 The student Students will be Cognitive domain
will expand vocabulary able to identify because the students
when reading. b) Use the prefixes dis- mainly have to identify
knowledge of prefixes and and un- and use certain
suffixes. techniques within their
learning. The students
also have to formulate,
which lies underneath
the affective domain.
3. 2.5 The student will Students will able Cognitive domain
use phonetic strategies to identify and because the students
when reading and spell the spelling mainly have to identify
spelling. a) Use words of the week the spelling words within
knowledge of consonants, their learning. The
consonant students also have to
blends, and consonant formulate letters
digraphs to together to create words,
decode and spell words. which lies underneath
the affective domain.
The unit plan that I am presenting involves reading, spelling, and grammar.
The overall big idea for this unit plan are for students to show comprehension of the
story of the week, the vocabulary of the week, phonics and fluency of the week, and
the grammar, usage, and mechanics of the week. This overall is what the students
need to learn by the end of the week. The standards involve the use of vocabulary
words, spelling words, and the use of correct grammar, usage, and mechanics. With
the vocabulary, the goals are for students to identify the vocabulary words, create a
sentence with at least one of the vocabulary words, and define the vocabulary
words that are given to them. These learning goals are mainly in the cognitive and
affective domain, according to Blooms Taxonomy. The learning goals are cognitive
because the students have to be able to identify and create. The learning goals are
affective because the students have to be able to define. With the spelling words,
the learning goal is for the students to identify and spell the words correctly. These
learning goals are mainly the cognitive and affective because the students have to
be able identify and formulate. With the use of correct grammar, usage, and
mechanics, the goals are for students to identify the difference between singulars
and plurals, identify pronouns, place apostrophes correctly with contractions and
possessives, form together two words to create a contraction, and use contractions
and singular possessives within a sentence. These learning goals are mainly in the
cognitive and affective domain, according to Blooms taxonomy. The learning goals
are cognitive because the students have to be able to identify and use certain
mechanics with their grammar. The learning goals are affective because the
students have to be able to formulate words together to create contractions.
With these standards and learning goals, there can be anticipated student
challenges. Many students can misunderstand and not have the prior knowledge to
help them with their material. With vocabulary words, I have already noticed how
some of the students can misunderstand the words. One of the vocabulary words
one week was "hare." Many of the students were ready to define the word as the
hair on your head, but it was actually the definition of a kind of rabbit. This can
cause misunderstanding from anyone. When this situation occurs in the classroom,
it is best for the teacher to read a sentence with the word in it, so the children can
use the context clues to define the word. Also, I feel like many of the students are
slightly doing poor in grammar because they do not have the prior knowledge. One
time I was teaching about possessive pronouns and the students needed to be
refreshed on what a pronoun is. This can change up the whole lesson plan to where
the teacher may spend the whole day reviewing over pronouns, so students can be
caught up on the material.
Resources
1. Cognitive, Affective, and Psychomotor Domains. (n.d.). Retrieved February 05,
2017, from http://courses.washington.edu/pharm439/Bloomstax.htm
2. file:///C:/Users/deelb/AppData/Local/Microsoft/Windows/INetCache/IE/K33W4X
M6/stds_englis.pdf
TPA Task 3
Student Objective Assessment Level of Mastery Rationale for Assessment
s
1.My first objective will Pre- 15 out of 20 to 20 out Vocabulary Skills
be to see that students Worksheets
understand the elements Assessment of 20 Vocabulary Objective
of the story (vocabulary) Teacher Guidance
from the week. Vocabulary
Raise Hand When
Cut and
Needs Help
Paste Sheet
Use Glossary
Visual Learning
Formative 13 out of 20 to 15 out Verbal Questions

Vocabulary
Questions of 20 Objective
about Verbal Questions on
vocabulary Vocabulary
and the Raise Hand To
story
Answer
Encourage
Participation
Auditory Learning
Post 16 out of 20 to 20 out Paper Test
Vocabulary Section
Assessment of 20 Teacher Assistance
If Needed
Reading
No Cheating
Test
Final
Sections
labeled Identification of
vocabulary Vocabulary
2. My second objective Pre- 16 out of 20 to 19 out Verbal Questions

for this unit will be to see Assessment of 20 Prefixes dis- and un-
if students understand the Questions Verbal Questions on
grammar from the current on the Prefixes
week, which in this case grammar of Raise Hand to
is prefixes dis- and the week Answer
un- Encourage
Participation
Auditory Learning
Formative 13 out of 20 to 15 out Worksheets on
Skills of 20 Prefixes
Practice Prefixes dis- and un
Worksheet Read Directions
Guide at Beginning of
Worksheet
Practice for Students
Teacher Knowing
Student Levels
Post 15 out of 20 to 18 out Paper Test

Assessment of 20 Grammar, Usage, and
Reading Mechanics Section
Test Review Prefixes Before
Section Test
labeled Teacher Assistance If
Grammar, Needed
Usage, and No Cheating
Mechanics Final Identification of
Prefixes dis- and
un-
3. My third objective Pre- Spelling Pretest

for this unit will Assessment 8 out of 20 to 10 out Objective: Learn to spell
be to see if of 20 spelling words of certain
students can Practice phonics correctly
understand and Test on Taken on Monday
spell their spelling Paper If not passed, will have
words correctly another chance on
from the current Thursday
week. Thursday pretest is on
Spelling City
If student does not pass
the test on Monday nor
Thursday, they will take
the final test on Friday
Teacher to see
students current
knowledge
Formative Spelling Bee and
Spelling 15 out of 20 to 17 out Spelling Homework
Bee and of 20 Objective: Spell spelling
Spelling words of certain phonics
Homework correctly
On Mondays, they have
to write their spelling
word three times each.
On Tuesdays, they have
to write sentences with
the first half of their
words. On Wednesdays,
they have to write
sentences with the
second half of their
words. On Thursdays,
they have to write their
words in ABC Order
Students to have
practice and a fun
educational experience
with spelling
Post- 18 out of 20 to 20 out Final Spelling Test taken

Assessment of 20 on Spelling City
Final Test The word button can be
on pressed and the students
Computer can hear the word
The sentence button can
be pressed and the
students can hear a
sentence that uses the
spelling word
The next button can be
pressed to go to the next
question
If the students gets all of
the words correct, they
will print out a
certificate. If they don't,
they will print out a
report
Final identification of
spelling words
Task 3- Assessment Plan, Teacher Assessment Performance
In order for my lessons to be organized, assessments have to be devised and planned according to
standard. The first standard is for the students to understand the elements of the story from the
week. This includes the vocabulary of the story. With the pretest, there will be skills practice
worksheets. At least fifteen out of twenty students should succeed with the pretest. The reason
for the pretest is for children to practice the use of the glossary to help identify their vocabulary
words. With the formative test, the students will be asked questions about the vocabulary of the
story of the week. At least thirteen out of twenty students should succeed with the formative
assessment. The reason for this assessment is for students that are auditory learners to hear what
the vocabulary word means, rather than having to read it word by word on paper. With the final
test, there will be a reading test that has a section labeled vocabulary. At least sixteen out of
twenty students should succeed with the post test. The final assessment is created in order for the
students to show to the teacher their understanding of the lesson. If all does not do well, the
lesson will be retaught. The second standard is for the students to show understanding of the
grammar throughout the week. With this week, the students are learning out the prefixes
dis-and un-. With the pretest, the teacher will ask questions verbally for students to answer
verbally. At least sixteen or nineteen out of twenty students should succeed with the pre-test. The
purpose of the pretest is for auditory learners to hear the prefixes, rather than see them on a
paper. With the formative tests, the students will be given different worksheets as review. At least
thirteen or fifteen out of twenty students should succeed with the formative tests. The formative
test is created in order for students to write out the prefixes. The teacher can look at these
worksheets and see how many students need practice and how many are succeeding with the
lesson. With the post test, the students will complete the grammar part of the reading test. At
least fifteen or eighteen out of twenty students should succeed with the post test. The post test is
created in order for the students to show to their teacher the understanding of the lesson. If most
of the students do not do well with the lesson, the lesson will be retaught. The third standard is
for the students to be able to spell their spelling words correctly. With the pretest, students will
take a paper test on their words. The teacher during this test will say the word, say a sentence
with the word, and repeat the word in order for students to understand the test and succeed. At
least eight or ten out of twenty students should succeed with the pretest. With the formative
assessment, students will complete their spelling homework, but will also do a spelling bee. With
the spelling homework, students will have certain things to do on certain days of the week. On
Mondays, the students will write each word three times each. On Tuesdays, the students will
write sentences using the first half of the spelling words. On Wednesdays, the students will write
sentences using the second half of the spelling words. On Thursdays, the students will write their
spelling words in ABC Order. For the spelling bee, the teacher will give the students the word for
them to answer correctly. At least fifteen or seventeen out of twenty students should succeed with
the formative tests. With the post test, the students will take their spelling test on the computer on
Spelling City. During this test, there is a blank for the students to type in their answer. There are
also three buttons; one that says "word," one that says "sentence," and one that says "next." The
word button can be pressed for the students to hear the word. The sentence button can be pressed
for the students to go to the next word. Once the students finish, if they get all the words correct
they print out a certificate. If not, then they will print out a report. At least eighteen out of the
twenty students should succeed with the post test. The reasons for these assessments are for the
students to be able to spell their spelling words. The reasoning for the vocabulary pre assessment
is for the students to practice using the glossary and learn about their vocabulary visually. The
reasoning for the vocabulary formative assessment is for the students to participate and learn
their vocabulary words through hearing them. The reasoning of the vocabulary post assessment
is for the students to show their teacher their final identification of the vocabulary words. The
reasoning for the grammar pre assessment is for the students to participate within the class and
learn about their grammar through hearing questions. The reasoning for the grammar formative
assessment is for the students to practice the grammar and show the teacher their knowledge of
the grammar within the middle of the week. The reasoning for the grammar post assessment is
for the students to show their final identification of the prefixes dis-and un-. The reasoning
for the spelling pre assessment is for the teacher to see the students current knowledge of the
spelling words. The reasoning for the spelling formative assessment is for the students to practice
their spelling words and have a fun educational experience. The reasoning for the spelling post
assessment is for the students to show their final identification of the spelling words.
Task 4
Factors in planning With my factors in planning, I have given the students a
spelling pretest on Mondays. If a student passes this test on Monday, they do not
have to take the test on Friday. I prefer to do the test this way because if the
student passes the test, showing me that they know the spelling words already,
they can concentrate on some other material throughout the week. If they know the
spelling words, why should they have to stress about the test throughout the week
until Friday? This can give those certain students more time to study for math or
reading material. Every day I have some kind of bell work for them to do in the
morning. This helps for them to review their math, reading, grammar, or spelling
throughout the week. With reading, when I first observed the classroom, I noticed
that the students were only reading their story of the week by listening to audio and
following along with the audio. The students listened to the audio every day. I
decided that the students needed to use and show their reading skills to me in
another way, so I changed their schedules from the week. On Mondays, I read the
story aloud to the students. On Tuesdays, I would have the students read the first
half of the story by me drawing their names. If the students name was drawn, they
were instructed to read a certain amount of the story out loud. On Wednesdays, I
would have the students read the second half of the story by me drawing their
names. If the students name was drawn, they were instructed to read a certain
amount of the story out loud. On Thursdays, the students will listen to the audio
reading of the story. On Fridays, the students will have their reading test. I decided
to do the reading this way because I saw the potential a lot of the students had in
reading and I thought they deserved to actually read it aloud. During the readings, I
noticed some students did not know all of the words, so I would help them
throughout their reading. After each reading, I made sure that I built up the
confidence in each student by telling them how well they did with their reading.
Something I have to consider in teaching this class is that it is one hundred percent
Caucasian. There is no diversity within the classroom, so the teacher has to point
out other diversities, like hair color or likes and dislikes. Also, many of these student
come from families where their parents are in careers that are slowly declining, like
the coal mines. These students cannot afford many school materials, so it is best for
the teacher to help contribute to the children. Also many of the students have IEPs
that so many of the students have one that the school had to hire a special
education aide. This shows to the teacher that the students need differentiation
within their assignments.
Consultation I had consulted with many people, but the main people were my
mentor teacher, the special education, the special education aide, and substitute
teachers. Due to my mentor teacher being gone for a certain amount of time, I had
a lot of time to converse with substitute teachers. Many of these substitute teacher
either spent a lot of time in my school or have taught in a school themselves. Many
of these substitutes had a lot of tips for me whether they were just for the class that
I was teaching or tips on teaching in general. When my mentor teacher was with
me, even when she was not with me, she was able to give me great tips. When I
first taught my class, I was not able to find a behavior plan to have my students
behave correctly. When my mentor teacher returned, she introduced blurt beans to
me, which I now use and love. With blurt beans, the student get five beans at the
beginning of the day and get them taken away when they behave incorrectly. The
students can also earn beans by doing something correctly. I have also consulted
with a special education teacher, where she helped me to differentiate the students'
assignments. The parents of a child were not able to help a student with the
student's homework because they could not get her to concentrate on her
homework. I then took this child and worked with her one on one and circled certain
problems for her do, instead of the whole worksheet. This had shown me what I
needed to do with the students who are struggling. I have also worked with a
special education aide, which was very helpful in letting me know certain things
about the special education students. I once was all by myself with a substitute
teacher and it was one of the students birthday. I was not supposed to give one
student anything with red dye because it will mess with her medicine and the
special education aide made sure that I knew that. I am glad he told me this
because they had cupcakes that day that had red icing on them.
Instructional Strategies For instructional strategies, I will be using the blurt
beans and drawings of names in order to teach the students. Not only do I use blurt
beans in order to control the behavior within the classroom, but I also use the blurt
beans in order for the students to learn. I have made it an educational reward by if I
ask a bonus question in the middle of a lesson and a student gets the question
correct, they receive an extra bean. This helps for students to want to participate in
their educational lesson, rather than just lay back and not listen to or participate in
a lesson. I also use the strategy of drawing names in order for students to read out
loud during the week. If I draw a student's name and call it out, it will be their turn
to read out loud. I also pull out the drawing of names to review certain material and
have the students answer questions. I also do the drawing of names in order for
students to answer a bonus question and receive an extra bean. This is best during
the extra beans because my choice of a student is not biased. A lot of the
instruction for this second grade classroom involved either technology or
worksheets. With second graders, a teacher can use worksheets and mostly will still
be able to keep the students attention. If a teacher did this with a lower level, they
would lose the attention of the students. These second graders were also taught
through technology to introduce the lessons, to practice material, and to take tests.
It is appropriate to have second graders use computers because they need practice
for when they get into third grade and use computers to take tests, like the SOLs.
Lower level students would have a harder time with concentrating if they did not
know how to use a computer.
Instructional Rational The reasoning for the blurt beans during bonus points
were for the students to be interested in receiving bonus points and more beans.
This got the students to participate more within the classroom. When I called on the
students for the bonus points, I would draw names as well, so that the student that
was chosen is not a biased choice. I chose to draw students names for the reading,
so that all of the students would have a chance to read. Many of the students did
not have experience with reading due to only listening to audio during the whole
week of the reading. This help for all the students to get practice with reading. This
also helped show the teacher what reading level the students might actually be on.
Learning Resources - The learning resources that are used "Imagine It!," IXL, and
Spelling City. "Imagine It!" Is the reading series that we have to teach off of. Imagine
It!" Supplies a teacher handbook for the teachers and a skills practice workbook for
each student. "Imagine It!" Also has supplies online for teachers to use within the
class. IXL is used to teach students on the certain material that they are learning. I
use it within the classroom and for each question, I draw a student's name for them
to answer the question. There is also a website I use called Spelling City. The
students play this during the computer lab in order to learn about their spelling
words from the week. I also use Spelling City in order to give the students a spelling
test on Fridays. The students go to their lesson of the week and choose to take the
test. When they get to the test there is a section where they can type the spelling
word and three buttons. These three buttons are the "word" button, the "sentence"
button, and the "next" button. The "word" button is used for the children to hear the
word. The "sentence" button is used for the children to hear a sentence that uses
the word. The "next" button is used for the children to go to the next word in the
test. At the end of the test, if the students get a one hundred, they print off a
certificate with their name on it. If they get less than a one hundred, they print out a
report with their name on it.
Differentiated Instruction There are students that I have chosen to differentiate
their instruction. The first student is Christina, focus student one. Christina, focus
student one, is one of the students that, to me, is struggling. This student has signs
of autism and has not been tested until recently. Since this student has not been
tested until recently, she has no accommodations within the classroom. This is why I
had chosen this student. She needs more accommodations and are not given any
accommodations because she is not enrolled into the special education program.
The second student is Vicki, focus student two. Vicki, focus student two, is a student
that is already enrolled in the special education program. This student has obvious
signs of ADHD. When I do an assignment with the class and the students should get
a one hundred on the material because I have done the assignment with them, she
will have none of the questions correct. This is due to her not paying attention and
being in her own world. When they had to listen to the audio of their story of the
week, I noticed Vicki would not even follow along with the story and would just look
around in the classroom. I differentiated both of these students' instruction by
circling certain problems for them to do, instead of having them do the full
worksheets. Although I thought this would help for them to actually concentrate on
those couple of problems, they still did not complete their work correctly. I figured
out with Vicki, focus student two, that she needs more one-on-one time with the
teacher, so I have tried to supply more one-on-one time. With Christina, focus
student one, I figured out that you just have to watch her and stay on her about her
school work and she will actually finish it.
*Real names are not used within the TPA.*
Task 4 Focus Students Template
Identify two focus students with diverse Rationale for Focus Student 1:
learning needs. Provide your reasoning "Christina"
for choosing the 2 students. Christina, focus student one, is one of
the students that, to me, is struggling.
This student has signs of autism and
has not been tested until recently. Since
this student has not been tested until
recently, she has no accommodations
within the classroom. This is why I had
chosen this student. She needs more
accommodations and are not given any
accommodations because she is not
enrolled into the special education
program.
Rationale for Focus Student 2:
"Vicki"
Vicki is a student that is already
enrolled in the special education
program. This student has obvious
signs of ADHD. When I do an
assignment with the class and the
students should get a one hundred on
the material because I have done the
assignment with them, she will have
none of the questions correct. This is
due to her not paying attention and
being in her own world.
Describe what you will do to Focus Student 1: "Christina" When
differentiate instruction for each focus Christina is either taking a test or doing
student. a worksheet, I have noticed it takes her
a while to flip the page on a test or stay
on track with an assignment. I had tried
to circle certain problems for her, so
she can be able to have only certain
problems to do and she can have plenty
of time to do each problem. This did not
help because she would end up putting
the worksheet in the incomplete tray
and had not finished it. I also helped
her by staying on her to get her work
finished. When I would come back to
her, she would snap back into her work
and complete. This student mainly
needs accommodations of a special
needs assistant by her side.
Focus Student 2: "Vicki" I eventually
realized that Vicki would put just
random answers down during
worksheets, so I thought well maybe
she is getting overwhelmed with the
amount of material on the worksheets. I
then ended up circling certain problems
for her to do in order for her to
concentrate and take her time on the
school work. This did not work and she
still kept on putting random answers
down. She pays no attention to me
during a lesson, so I had to eventually
sit her close to me while I am doing a
lesson. This helps her because she has
nothing to play around with in her desk
and she is directly receiving a lesson in
front of her. Also, when I notice she is
not paying attention, I ask her an
educational question to make sure she
is following along with the lesson.
Bluefield State College

Daily Lesson Plan 1
Name: Tiffany Reynolds Date: February

6th, 2016 Monday
Subject: Reading, Spelling, Grammar Topic: Unit 4

Look Again Lesson 3
Grade: 2nd grade Length of

Lesson: 1 hour 30 minutes
Introduction (Essential Question): The students show comprehension of the

the grammar, usage, and mechanics of the week.
Standard (s): 2.7 The student will expand vocabulary when reading
d) Discuss meanings of words and develop vocabulary by listening and
reading a variety of texts.
e) Use vocabulary from other content areas.
Goal(s):
Understand the selection vocabulary
Specific Objective(s): At least 80% of the classroom, will get an 80 or higher on

the spelling pretest.
Method(s): Read Aloud for direct instruction, Question Answering for guided
practice, Vocabulary Cut and Paste Sheet and Spelling Words for independent
practice, and Spelling Pretest for assessment.
Materials: (including technology, internet sites) - Reading Textbook,
Vocabulary Cut and Paste Sheet, Planner, Paper, and Pencil
Direct Instruction: For the direct instruction, I read the story "How to Hide an
Octopus and Other Sea Creatures." I first read the vocabulary page, where there is
an article that involves the vocabulary words, which are delay, glides, designed,
proceeds, fade, and creatures. Before I read this article, I asked the students if they
knew what the vocabulary words meant, just to see if any of the students already
knew the definition. During the reading of the vocabulary page, I would stop reading
after the vocabulary word and ask the students to raise their hand if they know the
definition. I then continued on with the reading of the story. During the reading of
the story, I expect the students to track the words in the story with their finger.
Guided Practice: For the guided practice, I will ask questions during the read
aloud of "How to Hide an Octopus and Other Sea Creatures." I ask question that
have to do with the vocabulary words, the genre of the story, the focus questions of
the story, and the comprehension questions from the story. After each vocabulary
word in the story, I ask the students what the definition is of the vocabulary words. I
ask the students what the genre of the story is this week and they should answer
with rhyming nonfiction. I then ask the students what is rhyming nonfiction and they
answer with a story that tells people something and also uses rhyme to present
facts and information in an entertaining way. The students should be able to answer
this question because answer is right in front of them in the book. The focus
questions of the story are "Are land animals the only creatures that use
camouflage? If you were a sea creature, how would you hide from your enemies?" I
then let the students come up with answers for me. Some of the comprehension
questions for the story that I asked were "How does an octopus hide, what other sea
creature is the cuttlefish related to, how do pipefish use camouflage to hide, and
why is the butterfly fish hard to find?" I give the students a chance to answer the
questions and if they have a hard time answering the questions, I help them with
the answer. Once we finished reading the story, we move on to the independent
practice.
Differentiation: During the pretest, I go one certain speed. I realize that some
students need more time and some students do not need as much time. In order to
differentiate, at the end of the test I repeat the words in order for the students that
were falling behind to succeed with their spelling test. I also during the test give the
students a sentence with the word in order for the ones that are having troubles
with the word to try and write the word down correctly.
** Lesson Closure: The main objective for this lesson was for the students to
understand the selection's vocabulary. The students had for their direct instruction a
read aloud of the story of the week. For the guided practice, the teacher asks the
students questions about the story throughout the reading of the story. For the
independent practice, the students did a cut and paste sheet of the vocabulary and
also copied their spelling words within their planner. For the assessment, the
children received a spelling pretest. The materials that were used within this lesson
were the reading textbook, vocabulary cut and paste sheet, the student planner,
paper, and pencil.
Independent Practice: For the independent practice, the students work on their
vocabulary cut and paste sheet. The students' spelling words this week are delay,
glides, designed, proceeds, fade, and creatures. These words are put in separate
boxes for the students to be able to cut out. Also the definitions are put in separate
boxes for them to cut out. Once the student have all the words and definitions cut
out, they have to glue the vocabulary word to the correct definition within their
reading notebook. Once the students are finished, they raise their hand for me to
check their vocabulary words and definitions. If the students have certain
vocabulary words and definitions incorrect, then I have them correct them for me
until they get them right. If the vocabulary words and definitions are correct, I give
them a red checkmark and they are instructed to put up their reading notebook and
take out their planner. The students are instructed to take out their planner and
write their spelling words for the week within their planner. The students will receive
their spelling words through their newsletter they receive on that day. Once the
students are finished writing their spelling words within the planners, I check the
planner with a red check mark.
Assessment: Evaluation of Lesson (objectives met?) For the assessment, I
give the students a spelling pre-test. With this pre-test, I ask the students to first
take out a sheet of paper and number to twelve. I then give each word to the
students. I give out the word by saying the word, giving the students a sentence
with the word, and repeat the word. For example, I will say "number one is look.
Look carefully for any spelling mistakes. Look." Once the students are finished, I
check the tests. If the students get all of the spelling words correct, including the
bonus, the students do not have to take the test on Thursday or Friday.
**Lesson Reflection: During the reading time slot, I had some extra time so I had
to ask questions from the students. I asked questions about the vocabulary words
mainly, asking them what the definitions are and if they can put the words into
sentences.
Daily Lesson Plan 2

7th, 2016 Tuesday

Look Again Lesson 3

Standard (s): 2.5 The student will use phonetic strategies when reading and
spelling.
b) Use knowledge of short, long, and r-controlled vowel patterns to
decode and spell words.
Goal(s):
Review /oo/ spelled oo.

Identify words with /oo/ spelled oo.
Specific Objective(s): At least 80% of the classroom will show understanding of

the words with /oo/ spelled oo by answering questions about their spelling words.
Method(s): Lesson on phonics for direct instruction, Skills Practice Worksheet and
Reading for guided practice, Skills Practice Worksheet for independent practice, and
Spelling Questions for assessment.
Materials: (including technology, internet sites) - Skills Practice Workbook
and Reading Textbook
Direct Instruction: For the direct instruction, I taught a lesson on /oo/ words
spelled with oo. I write four lines on a notecard to display on the overhead. The first
line says "look, book, and brook." The second line says "hook, shook, and foot." The
third line says "stood, good, and hood." The fourth line says "notebook, handbook,
and understood." I have the girls read the first line, the boys read the second line,
the whole class read the third line, and the girls again read the fourth line. With the
first three lines, I ask the students what are similar with the words and they answer
me with the /oo/ sound spelled with oo. With the fourth line, I ask the students what
kind of words they are. They answer me with compound words. I then ask them
what are compound words and they answer me with one word created by putting
together two words. I ask each student what two words are put together to make
the one word. For example, with the word handbook, I ask the students what two
words make up handbook and a student tells me the words hand and book. We then
move on to two sentences to be put up on the board. The first sentences says
"Brooke put on a hood to keep her head warm." With this sentence, I first ask the
students to identify the words that have the /oo/ sound spelled with oo. They then
tell me Brooke and hood. Since one of their spelling words are brook, I ask the
students what are the differences between the Brooke in the sentence and our
spelling word brook. This is when a student will tell me Brooke is a name, while
brook is a stream. The second sentence says "The cook used hot water to wash the
pots." I then ask the students to identify the word in this sentence that has the /oo/
sound spelled with oo. They then tell me cook.
Guided Practice: For the guided practice, the students did a worksheet from their
skills practice workbook. This worksheet reviews /oo/ sound and spellings. On the
front page, the students are given letters in parentheses and they have to write a
word on the blank with the words in the parentheses and the oo spelling pattern. For
example, (b,k) can be on one line. This is when the students should write book. I
gave the students a hint of writing the oo first before they try to put in the letters
from the parentheses. Another section, the students have to come up with words
that rhyme with the given /oo/ sounding word spelled with oo. For example, with the
word book, a student can write the word cook, hook, took, or nook. Another section
of the worksheet, students have to use the words that were in the last section to
plug into a sentence to have the sentence sound correct. For example, the students
are given the sentence "Our class is reading a _______ about animals and
camouflage." This is when the students should write in the word book. Another
guided practice for this lesson was the reading of the first half of the story "How to
Hide an Octopus and Other Sea Creatures." We read this by me, the teacher,
drawing names out of a jar. If a student's name is drawn they have to read the page
that we are currently on. If a child does not respect another child by talking while
they are reading, the disobedient student receives a consequence.
Differentiation: During the reading, I realize that some of the below grade level
students will not be able to pronounce some of the words within the story. I usually
give these students some time to try and pronounce the words themselves and if
they cannot pronounce them, then I tell them the word for them. When the students
are doing their skills practice worksheets, I help the students out as much as I can,
whether they have their hand raised for help or not.
** Lesson Closure: The main objective for this lesson was for students to identify
words with /oo/ spelled oo. For the direct instruction, a lesson was taught on the
phonics of the week, which are words with /oo/ spelled oo. For the guided practice,
the students do a skills worksheet page and read the first half of the story of the
week. For the independent practice, the students do another skills worksheet as
review. For the assessment, the students are asked questions about their spelling
words and their phonics connections. The materials for this lesson are skills practice
workbook and reading textbook.
Independent Practice: For the independent practice, the students do another
skills worksheet. This worksheet again reviews /oo/ sound words spelled with oo.
Students have to find out of their spelling words rhyming words for a certain word
that is given to them. For example, one section can say write the /oo/ words that
rhyme with cook. This is when the students will write the words look, shook, hook,
and brook. Another section, the students have to circle the correct spelling of a
word and then write out the correct spelling. For example, they are given the two
spellings "fute" and "foot." The students are expected to circle the correct spelling
and then write out the word in the blank. In another section, the students have to
take the underlined letter in a word and change it to the given letter to create a new
word. For example, the problem will say "cook + h" and the student will be expected
to answer with "hook."
Assessment: Evaluation of Lesson (objectives met?) For the assessment, I ask
the students questions about their spelling words. I call on individual students to
spell out the spelling words. After all of the spelling words are spelt out, I ask the
students to give me a sentence with each spelling word. Once the students give me
a sentence for each spelling word, we do the definitions for each spelling word.
**Lesson Reflection: When we read the first half of the story, it was shorter than
other usual stories. This had the students unhappy and wanted to continue on
reading. Other than this, I feel like the lesson went well.
Daily Lesson Plan 3

8th, 2016 Wednesday

Look Again Lesson 3


Standard (s): 2.7 The student will expand vocabulary when reading.
b) Use knowledge of prefixes and suffixes.
Goal(s):
Learn the meaning of the prefix dis-

Learn the meaning of the prefix un-
Use their knowledge of the prefixes dis- and un- to predict the meanings of
words
Identify words with the prefix dis-
Identify words with the prefix un-
Specific Objective(s): About 80% of the students will be able to identify and
define words that have the prefix dis- or un-.
Method(s): Prefix Lesson for direct instruction, Skills Practice Worksheet and
Reading for guided practice, Skills Practice Worksheet for independent practice, and
IXL Practice for the assessment.
Materials: (including technology, internet sites) - Skills Practice Workbook,
Reading Textbook and IXL.
Direct Instruction: For the direct instruction, I taught the students a lesson on
prefixes. I first asked the students if they knew what a prefix was but most of them
did not know what it is. I then showed the class two lines. One line had the words
"dislike, disagree, dishonest, and disrespect," while the other had "disapprove,
distrust, discontinue, and disobey." I had the students read each line and I explained
to them that the prefix is the added letters in front of a root word to change the
meaning. I also explained to them that dis- means "not" or "opposite." We then
gave the new meanings of the words with the prefixes. I then had shown them two
more lines. One line had the words "unkind, uncovered, unfair, and unwise," while
the other line had the words "unable, unaware, uncertain, and unhappy." I had the
students read each line and I explained to them that the prefix un- means "not" as
well. We then gave the new meanings of the words with the prefixes.
Guided Practice: For the guided practice, I did some of a skills practice worksheet
with the students. This skills practice worksheet reviews the prefixes dis- and un-. At
the beginning of the worksheet, they are given a base word and they have to add
the prefix dis- to it. They are then instructed to write the new word and the new
meaning of the word. I do the first two with them. On the back of the worksheet,
they are given a base word and they have to add the prefix un- to it. They are then
instructed to write the new word and the new meaning of the word. I do the first two
with them. Also for guided practice, we read the second half of the story "How to
Hide an Octopus and Other Sea Creatures." I draw the students names from a jar
and if I call their name, they will read the first page. This will continue on until the
end of the story.
Differentiation: During the reading, I realize that some of the below grade level
students will not be able to pronounce some of the words within the story. I usually
give these students some time to try and pronounce the words themselves and if
they cannot pronounce them, then I tell them the word for them. In order for the
below level students to understand prefixes during the lesson, I repeat for the class
over and over again the definition of each prefix. This is mainly for the below level
students.
** Lesson Closure: The main objectives for this lesson are for the students to
learn about the prefixes dis- and un-. They will learn about the meaning of the
prefixes, how the prefixes change the meaning of a word, and identify words that
contain the prefixes. For the direct instruction, a lesson was taught on the prefixes
dis- and un-. For the guided practice, the students complete a skills practice
worksheet and read the second half of the story of the week. For the independent
practice, the students finish the skills practice worksheet from the guided practice.
For the assessment, the students practiced the prefixes on the website called IXL.
The materials for the lesson are the skills practice workbook, reading textbook and
IXL.
Independent Practice: For the independent practice, the students will finish the
skills practice worksheet from the guided practice. They will do the other three
problems where they are given a base word and have to add the prefix dis- to them.
This will change the word and the word's meaning. They also create a sentence all
by their selves that contains one of the new words that they created with the prefix
dis-. They will also do the other three problems where they are given a base word
and have to add the prefix un- to them. This will change the word and the word's
meaning. Also they have four sentences where they have to identify if the prefix un-
or dis- works better with each word that has a blank before them. For example, with
the sentence "Joe used a key ____lock the door," the students will place the prefix
un- within the blank.
Assessment: Evaluation of Lesson (objectives met?) For the assessment, we
went onto the website IXL to practice the prefixes. Within the problems, the
students had to identify which prefix fits best with a word and also the meanings of
the words once the prefixes are placed with the words. They also had to identify
which part of the word is a prefix.
**Lesson Reflection: With IXL, it reviewed prefixes, but it also wanted to review
suffixes. This caused us to go ahead and teach the suffixes as well. Even though
they learned extra new material, they still did well.
Daily Lesson Plan 4

9th, 2016 Thursday

Look Again Lesson 3


Standard (s): 2.6 The student will use semantic clues and syntax to expand
vocabulary when reading.
b) Use knowledge of sentence structure.
Goal(s):
Learn about conjunctions and compound sentences
Specific Objective(s): About 80% of the classroom will be able to identify

compound sentences and conjunctions.
Method(s): Compound Sentences and Conjunctions Lesson for direct instruction,

IXL Practice for guided practice, listen to audio of story for independent practice,
and Skills Practice Worksheet and Spelling Pretest for assessment.
Materials: (including technology, internet sites) - IXL, Reading Textbook,
Skills Practice Workbook, and Spelling City
Direct Instruction: For the direct instruction, I taught a lesson on compound
sentences and conjunctions. I first asked the students if they knew what a
compound sentence is and they did not know. I then explained to them if two words
put together to make one word are called compound words, then two sentences put
together to make one sentence are called compound sentences. I then wrote the
sentence "Rob and I will go to the zoo today or tomorrow." I circled the words "and"
and "or" and asked them if they knew what kind of words these were. They did not
know and I told them conjunctions. I explained that conjunctions are words that join
together two sentences to make a compound word. We mainly reviewed the
conjunctions and, or, and but for this lesson. I then also wrote the sentences "The
fifth-grade class went to the museum," and "The third-grade class went to the zoo."
I asked them if these sentences could be joined together and how. Many of the
students tried to answer and one student finally got it correct saying "The fifth-
grade class went to the museum and the third-grade class went to the zoo." I asked
them if there was a conjunction in the sentence and they said the word "and." I also
explained to the students how with compound sentences, there has to be a
complete sentence on each side of the conjunction in order for it to be a compound
sentence. I also explained to them how there has to be a comma before the
conjunction in the sentence. I emphasized this within the lesson.
Guided Practice: For the guided practice, I wrote three sentences on the board
and the students have to identify the conjunction in the sentence and if it is a
compound sentence or not. The three sentences were "I like carrots, but my sister
prefers cauliflower," "Sarah will travel to France or Italy," and "My favorite subjects
are math and reading." The students then identified the conjunction in each
sentence and whether sentence was compound or not. Also, we go on the website
IXL for students to practice conjunctions. On IXL the students select out of two
choices the correct conjunction to complete a sentence. Also for the guided
practice, I wrote my own sentences for students identify as compound or not.
Differentiation: During the listening of the audio of the story, I walk around the
room to make sure all of the students follow along. I have noticed the below level
students cannot follow along as much and that is when I come in and help them
keep track of where we are at in the story. I give all of the students a chance with
answering questions on IXL by drawing names for the students to answer the
questions. This makes the choices not biased and every student no matter the
learning level gets a chance to answer the questions.
** Lesson Closure: The main objective for this lesson was for students to be able
to identify conjunctions and compound sentences. For the direct instruction, the
students are taught a lesson on conjunctions and compound sentences. For the
guided practice, the class does group work on practicing conjunctions and
compound sentences. For the independent practice, the students will listen to the
audio of the story of the week. For the assessment, the students will complete a
skills practice worksheet and take their spelling pretest on Spelling City. The
materials that are used within this lesson are IXL, the reading textbook, skills
practice workbook, and Spelling City.
Independent Practice: For the independent practice, the students listened to the
audio of their story, "How to Hide an Octopus and Other Sea Creatures." During the
listening, I will ask the students about the vocabulary in the lesson and I will also
ask them questions to make sure they comprehend the story.
Assessment: Evaluation of Lesson (objectives met?) For the assessment, the
students will complete their skills practice worksheet on conjunctions and
compound sentences. On the front page, there are two sentences and the students
have to decide if they can turn it into a compound sentence or not. If the two
sentences can be combined to create a compound sentence, they have to place an
X in the blank beside the problem. On the back page there are two sections. The
first section, students have to place the correct conjunction with the compound
sentence. They only have three conjunctions to choose from, which are "and," "but,"
or "or." The second section, students have to write three sentences; one using the
conjunction "and," one using the conjunction "but," and one using the conjunction
"or." Also for assessment, the students will take another spelling pretest. Students
will go online to Spelling City, choose the correct lesson, and take the test. If the
student gets all one hundred and two words correct, they do not have to take it on
Friday and they print out a certificate showing that they got an one hundred and
two. If the student does not get all of the words correct, the student will have to
retake the test on Friday and will print out a report showing which words they got
wrong.
**Lesson Reflection: Since this day was a two hour delay, we did not get to listen
to the story. This was still okay though because every night for homework the
students are supposed to read their story. Also, it was hard for me to come up with
compound sentences for students to identify right off the top of my head, so I
needed to plan that ahead. Also, I did not like the skills practice worksheet because
on some of the problems, I feel like there was more than one answer that could be
supplied. Also with the skills practice worksheet, there was not enough room for the
students to write complete compound sentences and it stressed out the students.
Next time, I would probably have the students take out a piece of paper to write the
sentences.
Daily Lesson Plan 5

10th, 2016 Friday

Look Again Lesson 3


Standard (s): 2.7 The student will expand vocabulary when reading
e) Use vocabulary from other content areas.
2.5 The student will use phonetic strategies when reading and spelling.
b) Use knowledge of short, long, and r-controlled vowel patterns to
decode and spell words.
2.7 The student will expand vocabulary when reading.
b) Use knowledge of prefixes and suffixes.
2.6 The student will use semantic clues and syntax to expand vocabulary when
reading.
b) Use knowledge of sentence structure.
Goal(s):
Review /oo/ spelled oo

Review the prefixes dis- and un-
Review the selection vocabulary words
Review conjunctions and compound sentences
Review the spelling words
Specific Objective(s): About 85% of the students will be able use the material
that has been taught throughout the week.
Method(s): Review prefixes, compound sentences, conjunctions and vocabulary for

direct instruction, give examples of prefixes, compound sentences, and conjunctions
for the guided practice, bell work for independent practice, and reading test and
spelling test for assessment.
Materials: (including technology, internet sites) Bell work worksheets,
Reading Test, and Spelling City
Direct Instruction: For the direct instruction, I reviewed prefixes, compound
sentences, conjunctions, and the vocabulary from the story. I reviewed the prefixes
dis- and un- by explaining what they mean and how they can be used in words. I
also reviewed prefixes by explaining that prefixes are in front of the root word. I
reviewed conjunctions by naming off the three main conjunctions, which were
"and," "but," and "or." I reviewed compound sentences by explaining that compound
sentences are sentences that are created by joining together two sentences with a
conjunction. I also explain to them that a comma is placed before the conjunction in
compound sentences. I reviewed the vocabulary words by asking the students what
each word meant. Most of the students did well with this.
Guided Practice: For the guided practice, I gave examples of prefixes, compound
sentences, and conjunctions for the students to identify. I would give the students
words that have the prefixes dis- and un- and the students have to either identify
the prefix in the words or the root word in the words. With conjunctions and
compound sentences, I will give the students sentences and they have to identify
the conjunctions in the sentence. Also with the sentences, the students have to
identify if the sentence is compound or not. If the sentence is compound, I ask the
students to tell me the two sentences that are on each side of the conjunction.
Differentiation: With below level students, I help them navigate through their test.
For example, with Christina I noticed that once she finishes a page she goes off into
her own world and that is when I, the teacher, come up to her and get her to flip to
the next page. I have noticed that this does help because she has been completing
her tests on her own now. The children that are in the special education program go
with the special education aide to have their reading test read out loud to them.
** Lesson Closure: The main objective for this lesson is just review all of the
material from the week; including the vocabulary, phonics, prefixes dis- and un-,
conjunctions, compound sentences, and spelling words. For the direct instruction,
the teacher reviews all of the goals from the week. For the guided practice, the
teacher and students do a couple of examples from each learning goal from the
week. For the independent practice, the students will complete a bell work
worksheet on compound sentences and conjunctions. For the assessment, the
students will complete their reading test and spelling test. The material for this
lesson are the bell work worksheets, reading test, and Spelling City.
Independent Practice: For the independent practice, the students are given
worksheets on compound sentences for bell work. On one sheet, the students have
to identify sentences as compound or not compound. On the other sheet, students
are given two different sentences and a conjunction word. With the two different
sentences and conjunction word, the students have to create one sentence by
putting the sentences and conjunction together.
Assessment: Evaluation of Lesson (objectives met?) For the assessment, the
students have a spelling test and a reading test. The spelling test is taken on the
computer on a site called Spelling City. The only students that have to take the
spelling test on this day are the ones that have not got a one hundred and two on
their test on Thursday. If a student did get a one hundred and two on the test
already, they can play games on the computer. This is the final grade the students
can have on this test. With the reading test, the test is on their story of the week
which is called "How to Hide an Octopus and Other Sea Creatures." With this test,
the students are tested on the vocabulary, comprehension, and grammar, usage,
and mechanics of the story and lesson of the week. During this reading test, the
students are allowed to use their book and reading notebook to answer the
questions.
**Lesson Reflection: Even though I had reviewed with the students the material,
they still did not do their best on the reading test. I believe next time, I will review
with the students after the test as well in order to see if they really knew the
answers on the test and just did not put the correct answer on the paper or if they
actually did not know the material.
TPA Task 5
Daily Reflection
With these three videos, I taught a reading lesson. With the reading lesson, I
had to reinforce the "blurt beans." "Blurt beans" at the beginning of the day are
given to each student; each student getting five beans. Throughout the day if the
student acts up or is irresponsible, they get a bean taken away. Sometimes I give
bonus questions to the students to help them get extra beans. Students can earn
extra beans throughout the day by answering a bonus question or by doing
something out of the ordinary from that child. I feel like during the reading lesson,
the students were more awake and attentive. Many students did get frustrated, but
that was when I came in and helped them. I would help the students by pronouncing
the words for them, boosting their confidence, and letting them know that
everything is going to be okay.
Verification of Permission
I did not have my own permission slip made, but at the beginning of the
school year the students already had their parents permission on being in videos
and/or pictures. In my class, there was only one student that was not allowed to be
in videos, which is why in the videos you really do not see any of the back row.
Narrative
For the video, a reading lesson is taught. During this reading lesson, "blurt
beans" are reinforced. Classroom management was reinforced with the blurt
beans. At the beginning of the school day, each student is given five beans on their
desk. If during the day the student acts up, is irresponsible, and/or disrespectful,
they get beans taken away. At the end of the day, the beans that the students still
have will be taken up in the prize jar. With the prize jar, there are lines that once
they are reached they earn the prize. During the reading lesson, if the students talk
while someone else is reading, they get a bean taken away because this is
disrespectful towards the other student. Also, if a student is not keeping track of
where they need to be, they will get a bean taken away because they are not being
responsible with what they need to be doing. During the reading, the story's genre
and vocabulary words are reviewed throughout the reading. Also, I noticed that on
their test at the end of the week there is a question on facts and opinions. Due to
this, I have asked the students the difference between facts and opinions. I also
gave students examples of opinions and examples of facts. During the reading,
some students get frustrated and this is when I step in and tell them that it will be
okay and all they have to do is concentrate. I also help the students pronounce the
words whenever they need help. I am in the classroom for one main reason; to help
the students as much as I can. When I ask the students questions, sometimes the
questions are too hard for them. For example, in the story two vocabulary words are
put together to describe a word. Protective and coloration are put together to
describe camouflage. I asked the students what camouflage then meant if they put
their two vocabulary words together. The students still could not get the question
correct and that was when I had to start taking baby steps with them. This is one of
the questioning strategies that I used.
Throughout the videos, academic language is shown by involving dancing
within the class and also by talking up beat during the lesson. I try to motivate the
students to keep on going with their assignments and what they do within the
classroom. I introduce the lesson in a fun way by having all of the students dance
with the surfing frog. This makes the education fun for the students. I actively
engage the students during the reading by drawing the students names in order
for them to read to the class. The classroom is organized to where I have the
computer in front of me to show the students their next lessons. I close a lesson by
asking questions about the lesson in the end. The classroom is set up to where
there are lines of five students in each line. Over to the side there is a secluded line
of students and these students are the special education students. This is
convenient for the special education aide that he just has to stay at this one line in
the room. Flexibility is within the video when during the reading a child is reading
the story, but I am still able to reinforce behavior by taking away blurt beans
during the lesson without saying a word. I also show flexibility by adding general
questions within the educational lesson.
Videos (URL)
https://www.youtube.com/watch?v=H4YnL4j975U
TPA Task 6
Grammar
Student 19
Student 18
Student 17
Student 16
Student 15
Student 14
Student 13
Student 12
Student 11
Student 10
Student 9
Student 8
Student 7
Student 6
Student 5
Student 4
Student 3
Student 2*
Student 1*
0 20 40 60 80 100 120
Pre-Assessment Post-Assessment
Vocabulary
Student 19
Student 18
Student 17
Student 16
Student 15
Student 14
Student 13
Student 12
Student 11
Student 10
Student 9
Student 8
Student 7
Student 6
Student 5
Student 4
Student 3
Student 2*
Student 1*
0 20 40 60 80 100 120
Spelling
Student 19
Student 18
Student 17
Student 16
Student 15
Student 14
Student 13
Student 12
Student 11
Student 10
Student 9
Student 8
Student 7
Student 6
Student 5
Student 4
Student 3
Student 2*
Student 1*
0 20 40 60 80 100 120
Students Pre- Post- Gain + Goals Comments
Assessm Assessm or - Met?
ent ent
1. Student Vocabular Vocabular Gain + #1 Y Student 2 does
2 y Skills y Section #2 N better with the
Practice of Reading #3 Y vocabulary
Workshee Test, Final assessment
ts, Pre- Spelling because of the
Spelling Test, and use of her
Test, and Grammar vocabulary
Verbal Section on notebook during
Questions Reading the post
and Skills Test assessment test.
Practice I feel like
Workshee Student 2
ts for struggles the
Grammar most with
Grammar and
Math. This is
why there is a
no with her
grammar goals
being met.
2. Student Vocabular Vocabular Gain + #1 Y Student 1 does
1 y Skills y Section #2 N better with the
Practice of Reading #3 Y vocabulary
Workshee Test, Final assessment
ts, Pre- Spelling because of the
Spelling Test, and use of her
Test, and Grammar vocabulary
Verbal Section on notebook during
Questions Reading the post
and Skills Test assessment test.
Practice This student has
Workshee done well with
ts for the grammar
Grammar because I feel
like her
grammar
assignments
have helped her
to learn. This
student is able
to learn the
material, but
needs extra time
to learn the
material due to
her disability.
She still does not
meet the
grammar goal
though.
3. Student Vocabular Vocabular Gain + #1 Y This is one of the
3 y Skills y Section #2 Y students that is
Practice of Reading #3 Y excelled in most
Workshee Test, Final subjects. This
ts, Pre- Spelling student gets one
Spelling Test, and hundreds most
Test, and Grammar of the time and
Verbal Section on has consistent
Questions Reading one hundreds.
and Skills Test
Practice
Workshee
ts for
Grammar
and Skills Test
Practice
Workshee
ts for
Grammar
5. Student Vocabular Vocabular Gain + #1 Y This is a student
5 y Skills y Section #2 N that needs extra
Practice of Reading #3 Y work at school
Workshee Test, Final and also at
ts, Pre- Spelling home. They may
Spelling Test, and need one-on-one
Test, and Grammar time with the
Verbal Section on teacher in order
Questions Reading for them to
and Skills Test understand the
Practice material. This
Workshee child is
ts for intelligent, but
Grammar does not want to
use their
intelligence.
Workshee child is
use their
intelligence.
and Skills Test
Practice
Workshee
ts for
Grammar
8. Student Vocabular Vocabular (-) #1 Y This is a student
Workshee child is
use their
intelligence.
9 y Skills y Section #2 Y that still
Practice of Reading #3 Y succeeds, but
Workshee Test, Final needs to be
ts, Pre- Spelling pushed to where
Spelling Test, and they can do
Test, and Grammar better because
Verbal Section on they can. This
Questions Reading student is an
and Skills Test intelligent
Practice student, but
Workshee does not know
ts for how to put the
Grammar intelligence to
good use.
10.Student Vocabular Vocabular Gain + #1 Y This is a student
good use.
good use.
12.Student Vocabular Vocabular Gain + #1 Y This is one of the
and Skills Test
Practice
Workshee
ts for
Grammar
good use.
Workshee child is
use their
intelligence.
and Skills Test
Practice
Workshee
ts for
Grammar
good use.
good use.
and Skills Test
Practice
Workshee
ts for
Grammar
Workshee child is
use their
intelligence.
Whole Class Narrative

With the pre-assessment for the whole class most of them did pretty well. I
expect for the students with the pre-assessment to have at least 60% of the class
pass the pre-assessment with an eighty or above. I do not expect the students to do
well with the pre-assessment since they are learning new material, but I will expect
them to do well on the post-assessment. With the spelling pre-assessment, the goal
is met with 63% of the class getting an eighty or higher. Twelve out of nineteen of
the students passed the pre-test with an eighty of higher. With the vocabulary pre-
assessment, the goal is not met with 58% of the class getting an eighty or higher.
Eleven out of nineteen of the students passed the pre-test with an eighty or higher.
With the grammar pre-assessment, the goal is not met with 26% of the class getting
an eighty or higher. Five out of nineteen of the students passed the pre-test with an
eighty or higher. With the post-assessment, I expect the students to do a lot better
and extremely well with their assessments. I expect for the students with the post-
assessment to have at least 80% of the class pass the pre-assessment with an
eighty or above. With the spelling post-assessment, the goal is met with 100% of
the class getting an eighty or higher. All of the students in the classroom received
an eighty or higher on their spelling test. The students do very well with spelling
because of their spelling homework each night and their spelling practice on the
computers during computer lab and spelling bees throughout the week. With the
vocabulary post-assessment, the goal is met with 100% of the class getting an
eighty or higher. All of the students in the classroom received an eighty or higher on
their vocabulary section of their reading test. I expect the students to do well on
the vocabulary post-assessment because they receive a whole class
accommodation of using their vocabulary notebook during the test. With the
grammar post-assessment, the goal is not met with 63% of the class getting an
eighty or higher. Twelve out of the nineteen students passed the post-assessment
with an eighty or higher. I have noticed that the students struggle more with
grammar out of the Reading topics. I think when I taught throughout the week, I
needed to cover grammar more than any other material. I also feel like I needed to
teach the grammar earlier on at the beginning of the week rather than later at the
end of the week. I realized that with the subjects, the students did extremely well
with spelling, decent with their vocabulary, and not so well with their grammar. I
was able to try to help the students to succeed by reviewing with them before their
tests and supplying to them accommodations. I would always review material that
will be on their test before their test to refresh their brain on the material. I would
supply accommodations by letting the students have out their reading textbook and
vocabulary notebook out to use on their tests.
Focus Students Narrative
Vicki, in the bar graph, is student number two. With the spelling pre-
assessment, I supplied to Vicki the accommodations of giving her extra time after
her test. She also has the accommodation of a special education aide. With the
vocabulary pre-assessment, Vicki is supplied accommodations by circling certain
problems for her to do and also during this time she has a special education aide
helping her. With the grammar pre-assessment, I circle certain problems for the
student to complete and she is supplied a special education aide. With the spelling
post-assessment, Vicki sometimes had trouble hearing the spelling words on the
computer, so sometimes I would have to read aloud the words for her. With the
vocabulary and grammar post-assessment, Vicki was pulled out of the classroom to
have her test verbally read to her aloud. With the spelling transition for Vicki, she
got on her pre-test a 100 and on her post-test a 102. I have always noticed that this
student does well with her spelling than any other subject. With the vocabulary
transition for Vicki, she got on her pre-test a 60 and on her post-test an 80. I was
happy that Vicki progressed and reached the goal that needed to be met. With the
grammar transition for Vicki, she got on her pre-test a 29 and on her post-test a 40.
She did not do well at all with grammar and it was obvious that she need more help
and more accommodations for grammar. This student succeeded when she took her
medicine correctly that morning. If she did not take her medicine correctly, then it
was obvious that she was not paying attention. Many times I have had to move her
and many times sit her beside me in order for her to pay attention.
Christina, in the bar graph, is student number one. With the spelling pre-
assessment, I gave this student more time to complete her test and sometimes
even pulled her over to the side to complete her test one-on-one. With the
vocabulary and grammar pre-tests, I allowed this student extra time within the day
to complete the assignment. With the spelling, vocabulary, and grammar post-tests,
I would give Christina extra time as well in order for her complete her assignments
successfully. I would give this student extra time throughout the day because I
always noticed that if she was rushed, she would not do well on her tests, but if she
was given as much time as she needed, she would succeed. With the spelling
transition for Christina, she got on her pre-test an 80 and on her post-test a 100.
This student did well with spelling many times. With the vocabulary transition, she
got on her pre-test an 80 and then got on her post-test a 100. With the grammar
transition, she got on her pre-test a 43 and on her post-test a 60. I know this does
not seem like a great score, but for her these grades are great for her. This student
is not yet within the special education program, even though her parents have
tested her and found out that she is diagnosed with autism. Due to the parents not
placing her in the special education program, she was not give many other
accommodations, such as circling problems for her to do.
TPA Task 7
Insights on Teaching and Learning
I feel like my most successful moment during student teaching was the way that I
had the reading lessons planned. I decided to not go by my mentor teacher's
reading lessons because I did not like the way the lessons were. All week all the
students did was listen to the audio of their stories. My schedule was on Mondays I
read the story aloud to the students and ask them questions, Tuesdays the students
read parts of the first half of the story when their name is drawn from the jar,
Wednesdays the students read parts of the second half of the story when their
name is drawn from the jar, Thursdays the students listen to the audio of the story,
and Fridays the students take their reading test. I feel most successful with this
because it worked better than any technique that I used. The mentor teacher liked it
so much that on my last day she told me that she was going to try using that
schedule than her own. The jar that I used to draw names was also helpful with
many circumstances, like when using online manipulates, when getting a student to
answer a question, or even lining the students up at the door. I also enjoyed using
"blurt beans," which are used as a behavioral strategy. At the beginning of class
each morning, the students would come to their desk where there would be five
beans. The students kept these beans unless they were taken by the teacher or if
they were knocked off into the floor. If the students did not show responsibility,
respectfulness, were not on task, and/or did not listen, they would get beans taken
away throughout the day. At the end of the day, the students would place their
beans in the reward jar. On the reward jar there are three lines to be reached; the
first being extra recess, the second being movie and PJ party, and the third being
ice cream party. The children are trying to reach these lines with their beans in
order to earn their rewards. This is a great strategy because no matter the student,
the whole class earns a reward. This helps to cause less complaints from parents.
Also at the end of the day, whoever has the most beans earns a prize from the treat
box.
I feel like my least successful moments were at the beginning of the student
teaching when I did not have my mentor teacher, but a substitute teacher to help
me. I really did not know much of what to do and I was instructed to take over the
whole classroom. Honestly, I was nervous not knowing what exactly to do and not
having a mentor teacher to help me. When I first started teaching Math, I know that
I did not do well. I did not know what kind of manipulatives or hands-on activities to
use, so I mainly just taught with worksheets. This was not helpful because the
students got worn out on worksheets really quick and I had too many papers to
grade in the end. Once the mentor teacher came back, I was shown many different
things in order to teach the students their math content. I feel like I was not
successful in grading papers on time either. At one point of my student teaching, I
got behind on grading papers and placing them in the grade book and the papers
piled up. The grading became overwhelming and it taught me a lesson to not
procrastinate on those types of things or you will be overwhelmed with your career.
Professional Collaborative Practice
I collaborated with many different professionals with my student teaching career. I
collaborated with my mentor teacher, many different substitute teachers, special
education teachers, and many of the other staff within the school. My mentor
teacher helped for me to learn that not all students are perfect and you have to find
the best in every single student. I did notice that every student had a special talent
and you have to incorporate that within their learning. She also taught me how to
organize a grade book, which may not sound helpful, but was for me. I never knew
how to set up a grade book until she taught me herself. Substitute teachers taught
me many things, due to my mentor teacher being out for the first couple of weeks
because she had emergency eye surgery. The substitute teachers helped by filling
me in how certain students are, by teaching me teaching strategies, and showing
me how to put my foot down with behaviors from students. One substitute teacher
has been at my school forever, so she knew these children very well and taught me
many things about each and every one of them. Another one was a former teacher,
so she taught me fun strategies to use with the children for them to be able to
experience education in a fun way. Many substitute teachers were extremely strict
and that helped for me to realize that the students are going to cry and get upset
no matter how strict you get with them and will still love you at the end of the day. I
do not think I was able to put my foot down until I saw how the students react with
other teachers when they put their foot down. Special education teachers and aides
also helped me a lot by feeling me on the students that are in the special education
program. One special education aide pointed out to me that a student had a certain
learning style and I took that feedback and helped to improve lessons to where the
student will actually learn from that learning style. The special education aide also
helped feel me in on medical issue with the students, which was actually helpful in
order for me to not get in trouble with the student, school system, or the parents.
Many of the other staff were able to help me by feeling me in on students and
teaching me different strategies to use on the students. I feel like I have made an
impact on my mentor teacher by her using my reading strategies within the
classroom now and using GoNoodle as a fun activity for the students.
Implications for Future Teaching
Throughout my experiences, I feel like I need to improve my organization skills and
use of small group work. During my student teaching, I feel like I did awful on trying
to organize everything within the classroom. I feel like when I have my own
classroom, I may be able to organize things more myself to where I can know where
everything for my classroom is. Throughout my student teaching, I also feel like I
was having a lot trouble creating small group activities. Whenever I just observed
this classroom, it was easier for me to create small group activities. The reason
behind this may have been because of the desk set up or my time that I had used.
When I was able to do small group activities, the desks were set up in groups of
four. When I did student teaching, the students' desks were set up in lines, which
made it harder to create small group activities. Also, it may have possibly been that
when I observed I had more time to create small group activities, rather than when I
was actually teaching I felt like I did not have much time to create small group
activities. This makes me come to realization that I need to work on time
management. I also had some trouble with differentiated the assignments. I have
always had trouble with differentiating assignments in classes and that is definitely
one of my week points that I need to improve. In order to improve these
weaknesses that I have listed, I may need to take professional development classes
on organization skills, small group activities, and differentiation.
Professional Growth
Like I said in the above heading, I may need to take professional development
classes to improve my professional growth. I mainly need more development in
differentiation, small group activity, and organization skills. When I start teaching, I
plan to improve my professional development within the summer before I actually
start teaching. This professional development will give me a general idea of
teaching students. I would then also improve my professional development within
the winter break. This professional development can help me even more since I will
know my students and can take classes to give me feedback on how to help my
certain students. Throughout my whole teaching career though, I will try to get as
much professional development as possible. Throughout my student teaching, I
have received professional development that has helped me improve my oral
reading, use of technology within the classroom, and applying lessons to different
types of learners. I feel like these professional developments have helped me
improve my knowledge. The use of technology professional development program
had helped me a lot due to my weakness with technology in the first place.
Professional growth creates a professional teacher.

Tpa Final

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TPA

Classroom Factors Within the classroom, there are five

Student Objective Assessment Level of Mastery Rationale for Assessment

Formative 13 out of 20 to 15 out Verbal Questions

2. My second objective Pre- 16 out of 20 to 19 out Verbal Questions

Post 15 out of 20 to 18 out Paper Test

3. My third objective Pre- Spelling Pretest

Post- 18 out of 20 to 20 out Final Spelling Test taken

Task 3- Assessment Plan, Teacher Assessment Performance

Bluefield State College

Name: Tiffany Reynolds Date: February

Subject: Reading, Spelling, Grammar Topic: Unit 4

Grade: 2nd grade Length of

Introduction (Essential Question): The students show comprehension of the

Understand the selection vocabulary

Specific Objective(s): At least 80% of the classroom, will get an 80 or higher on

Name: Tiffany Reynolds Date: February

Subject: Reading, Spelling, Grammar Topic: Unit 4

Grade: 2nd grade Length of

Review /oo/ spelled oo.

Specific Objective(s): At least 80% of the classroom will show understanding of

Name: Tiffany Reynolds Date: February

Subject: Reading, Spelling, Grammar Topic: Unit 4

Grade: 2nd grade Length of

Introduction (Essential Question): The students show comprehension of the

Learn the meaning of the prefix dis-

Name: Tiffany Reynolds Date: February

Subject: Reading, Spelling, Grammar Topic: Unit 4

Grade: 2nd grade Length of

Introduction (Essential Question): The students show comprehension of the

Learn about conjunctions and compound sentences

Specific Objective(s): About 80% of the classroom will be able to identify

Method(s): Compound Sentences and Conjunctions Lesson for direct instruction,

Name: Tiffany Reynolds Date: February

Subject: Reading, Spelling, Grammar Topic: Unit 4

Grade: 2nd grade Length of

Introduction (Essential Question): The students show comprehension of the

Review /oo/ spelled oo

Method(s): Review prefixes, compound sentences, conjunctions and vocabulary for

Whole Class Narrative

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