PSU TEACHER WORK SAMPLE

Your First and Last Name: Danie e Ko ! Date Su!mitted: "#$%&$%"'# Distri(t )*ere +ou (om, eted t*e TWS: Uni-ied S(*oo Distri(t .%/" Name o- S(*oo 0ui din1 )*ere +ou (om, eted t*e TWS: La2eside E ementar+ Content Area o- +our TWS: E ementar+ Edu(ation TWS Unit To,i(: Readin1$Com,re*ension$ Heroes 3o(a!u ar+ 4rade Le5e o- t*e C assroom $ Students in W*i(* t*e TWS Unit Was Com, eted: Se(ond 4rade
Pittsburg State University Teacher Work Sample 1

Pittsburg State University

Teacher Work Sample

67 Conte8tua 6n-ormation and Learnin1 En5ironment Fa(tors

A7 Narrati5e 4enera Conte8tua 6n-ormation -or Communit+9 Distri(t9 and S(*oo (limited to 1 page)

O the !"# students in the building $%&!'( are )hite* 1+&##( are ,ispanic* 12&21( are Other* and 2&"-( are . rican .merican& /n the building -"&"!( o students receive a ree or reduced cost lunch and are considered economically disadvantaged& O the + buildings located in the district this building has the second lo)est number o economically disadvantaged students& The building serves children )ho live in the 0ast1 2entral part o the largest community in Southeast 3ansas& When compared to other buildings in Southeast 3ansas this building has some o the largest classes per grade& The community is primarily lo)er to middle class amilies and has a high poverty rate& This building in not unlike other buildings in the county& .dults in the building set high e4pectations and strive to make sure each and every student reaches their ull potential& There is a sense o community and amily in the building that sets students up to eel sa e* secure* and cared or& The building gives back to the community by organi5ing a Spring clean1up day* donating to a miniature community library* and collecting non1perishable items or the local ood bank& The students start each day )ith a reminder about )hat the building e4pectations or them are via the school announcement system& Teaching students to be respectable citi5ens is a building priority& Though community involvement programs this is accomplished& / have spent time in community both as a student and as an educator and have seen the support the community provides to the building(s) in the district& Students are a number one priority both in and out o the classroom& 2ommunity businesses ind )ays to give back to the students and sta through donations and undraisers& Teachers and sta treat students and each other )ith a high level o respect& 0ven though the community is kno)n as one o the poorest in Southeast 3ansas they still give back to and support local students&

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Ta! e '7' C ass Conte8tua 6n-ormation (limited to 1 page) 6rade level 77727777 2ontent area (e&g&* mathematics) 8eading 9iterature Topic (e&g&* geometry) Spelling* Writing* :ocabulary* 8eading ;luency* 8eading 2omprehension .ge range o students 77777"1'7777777777 <umber o male students 771+777777777 Total number o students 77777722777777 <umber o emale students 77777"77777 Percentage o students receiving reduced lunch 7777777777 Percentage o students not receiving reduced lunch77777777777777 =i- -ree$redu(ed un(* in-ormation not a5ai a! e -or ( ass9 ,ro5ide s(*oo ,er(enta1es: .rea in )hich students live (check all that apply) Urban 77777 Suburban 777777 8ural 7>77777 0thnicity o students (give numbers) 777%777 . rican .merican or ?lack 7777%77 ,ispanic or 9atino 777%777 <ative .merican@.laskan <ative 77722777 White 7717777 .sian or Paci ic /slander 777777 Other (speci y) 7777777777 9anguage pro iciency o students (give 7777>77 ;luent 0nglish Pro icient 777777 0nglish 9anguage 9earners numbers) /denti ied special needs categories represented (give numbers) 7777777 Speci ic 9earning Aisability 7777777 ,ard o ,earing 7777777 Aea 7777777 Aea 1?lind 7777777 Other ,ealth /mpaired 7777777 Bultiple Aisabilities 7777777 ?rain /nCury 7777777 0stablished Bedical Aisability (%1# yrs) 7777777 .t risk or developmental disabilities 77727777 Speech@9anguage /mpaired 7777777 :isually /mpaired 7777777 Orthopedically /mpaired 7777777 0motionally Aisturbed 7777777 .utism 7777777 Bental 8etardation 777727776i ted 77727777 Aevelopmentally Aelayed 7777777 Other (Speci y)777777777777777

Pro5ide a,,ro,riate (*arts$1ra,*s to dis, a+ demo1ra,*i( data -or distri(t9 s(*oo 9 and ( assroom in A,,endi8 A7

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Ta! e '7% Student C*ara(teristi(s -or W*o e C ass (limited to 1 page) Student C*ara(teristi(s 6nte e(tua C*ara(teristi(s ; /ncluding readiness* cognitive abilities* learning needs* developmental levels* etc& S,e(i-i( Des(ri,tions The data provided sho)s that this building is primarily 2aucasian& There is some diversity in the class but not )hat the school and district numbers represent& O the students in the classroom + )ere at or above level* 1# )ere at or approaching level and + )ere belo) grade level& There are # /0PDs in the classroom* 2 o )hich are or honors students* 2 or students )ith behaviors* and 1 or developmental delays& .lso there are + S/T plans in place& Three plans are or behaviors and 1 is or academic support& . 1 on 1 paraeducator is assigned to 1 student and helps those belo) level& T)o other students are currently being tested or the gi ted program& With the intellectual diversity in the classroom so high the teacher does not put a time limit on testing or class)ork but schedules time in or those )ho do not )ork as Euickly to inish& 2reating groups )as a constant change in this classroom& The variance o academic abilities made the classroom environment a constantly changing actor& 0ven though this class is very di erent they manage to cooperate and )ork in groups o !1+ o and on during the day& This allo)s the higher level students to help the lo)er level students accomplish their goals and boost con idence in both students& <@. Percentages not available because o grade level& There are appro4imately # students belo) grade level* 1! at grade level* and # above grade level&

Previously demonstrated academic per ormance@ abilityF ( .bove standard 77777 ( Beets standard 77777 ( ?elo) standard 77777 So(ia C*ara(teristi(s 1 /ncluding emotional* attitudinal* motivational* etc&

Three o the girls cannot be in groups* partnered* or in line )ith each other because it causes social problems& Three o the boys (2 )ith /0PDs and 1 S/T) have to be constantly monitored in social situations to prevent outbursts and con lict& Students in this class understand this dynamic at this point in the school year and it is not a maCor problem& When they are socially and academically engaged )ith other students they )ork )ell cooperatively& There are motivational issues also and that stems rom a lack o academic ability& The socioeconomic di erences in the class are not a actor or social interaction and students do not discriminate against each other based on socioeconomic status& .ll o the students )ith /0PDs or behavior* or S/T plans or behavior struggle socially to make riends and maintain riendships& The students in this class appear to be typically developing $1" year olds& They all have similar physical characteristics and abilities& The religious diversity in the classroom has been discussed among students& The studentDs primary language is 0nglish both at home and at school& Over hal o the students live in a home )here one or more o the birth parents are absent& ;our o the students are only children& Bost o the students live near the school and are either picked up a ter school or )alk home& Auring classroom discussions / have noticed that there is a broad range o e4periences among the students& .s a )hole the class seems to have good morals and values and respect or their community& Teacher Work Sample #

Persona C*ara(teristi(s ; /ncluding physical* social* individual e4periences* talents* language* culture* amily and community values* etc&

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07 Narrati5e: 6m, i(ations -or W*o e C ass 6nstru(tion 0ased on 6n-ormation -rom Ta! e '7% < imited to ' ,a1e= When implementing classroom instruction it is important that / am mind ul o the various learning abilities and direct my lesson and assessment to)ard each studentDs ability& When creating groups / must take into account the various social and academic strengths and )eaknesses& Walking around the room (using teacher pro4imity) during instruction and making sure each student is on task )ill help eliminate problems& /t is also important that )hen / design my instruction / make sure to include any adaptations and modi ications / make or the students then ollo) through during the lesson& Using di erent levels o Euestioning throughout the lesson and making sure each student has time to ans)er a Euestion )ill make or more e ective instruction&

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C7 Su!; 4rou,s$Students 6n-ormation Des(ri!e t*is su!1rou,$student usin1 in-ormation -rom Ta! e '7'
This student is an " year old male& ,e receives a ree lunch and comes rom an economically disadvantaged home )here in the past there has been signi icant instability& ,e is currently on an /0P or behavior& ,e has emotional outbursts and has the help o a 1F1 paraeducator to provide support& This student goes through GtriageH in the mornings )here he is reminded o school appropriate behaviors be ore the day starts&

W*+ )as t*is su!1rou,$student se e(ted>

The student is in constant need o redirection and positive support& ,e is very bright and )hen his behavior does not inter ere )ith his academics he scores at grade level& When he is having a bad day he scores lo)er than most on his )ork& / he is not receiving attention he )ill act out& / )anted to learn )hat could be done as an educator to encourage academic success&

W*at )as earned a!out t*is su!1rou,$student>

6nte e(tua : This studentDs overall test score are lo)& When you look at the grade book you see that he is capable o higher scores but the very lo) ones keep his grades lo)& ,e kno)s the in ormation and i his emotional state o mind is positive he scores high on his tests& ,is paraeducator does not support any o his test or academic instruction and ocuses on the behavior that inter eres )ith learning&

SU04ROUP or FOCUS STUDENT

So(ia : The student is liked by his peers and does )ell in almost all group and partner settings& There are students in the room that are more likely to irritate or antagoni5e him and he does )ell to avoid them& On days )here his emotional state o mind is do)n he )ill be )ithdra)n and moody )ith anyone around him& Persona : This student struggles to receive academic support at home& ,is home)ork is very rarely returned& ,e mentions that he does not get enough sleep and has taken time during recess to nap in the resource room& Sta has reported that there could be drug use in the home and his dad may be in and out o Cobs on a regular basis& ,e has a behavior chart at school )here his 1F1 paraeducator makes note o his behavior every 1# minutes&

SU04ROUP or FOCUS STUDENT

This student is an " year old emale )ho receives a ree lunch at school and comes rom an economically disadvantaged home& There has been drug use reported in the home and allegations o sibling to sibling abuse& She has trouble processing

This student is very bright and )illing to learn& She has the ability to e4cel academically& / )anted to ind a )ay to better understand )hat causes her outbursts in

6nte e(tua : This studentDs overall test scores are average and above average& She maintains average grades in all subCects& There are times )hen she does not )ant to do the )ork and )ill rush through Cust to be done and do something she )ants to do (read a book* color)& She )ill shout out incorrect ans)ers during class i she eels like she is being le t out&

Pittsburg State University

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emotions and )ill yell and scream at sta &

the classroom and some interventions to help her get back on track to learning&

So(ia : This student e4cels socially& She is a social butter ly and gets along )ith everyone&
Auring one visit )ith her to develop a plan she listed all but one o her classmates as her riend& She is very )illing to help her classmates& When an incident arises she )ill be the irst to in orm the teacher even )hen others are not )illing to be honest&

Persona : This studentDs ather is in the home part o the time because his )ork takes him
a)ay rom home& There is a social )orker involved )ith the amily& She reports that the student has been removed rom the home in the past and may be removed again i the environment at home does not change& There has been drug use in the home in the past by the studentDs mother& This student has t)o older siblings and one younger& The student has been told by her mother that she does not have to listen to the student teacher because the mother )ill beat her up i needed& The student reports that her brother is physically abusive to her at night and he is up late screaming some nights&

D7 Narrati5e 6m, i(ations -or Su!;4rou,?s$Fo(us Student?s 6nstru(tion (limited to 1 page)

?oth students are in need o constant redirection to make a positive choice& 3eeping the routine o the classroom consistent and e4pectations high )ill eliminate any con usion about )hat is appropriate and )hat is not& Auring instruction the students )ill need positive praise )hen they are paying attention and ollo)ing the rules& /t is important that / keep in mind that school may be their sa e place to be and making sure / am irm but caring and establishing a positive report )ill them )ill lead to their success& 8eminding both students )hat our e4pectations are at the beginning o each class )ill also help set the stage or a success ul lesson and day&

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667 6nstru(tiona Desi1n

A7 Narrati5e Des(ri,tion o- Ran1e o- O!@e(ti5es and Rationa e -or Se e(tion < imited to ' ,a1e= / chose to do a unit on heroes and ocus on the vocabulary associated )ith heroes& ?y increasing a studentDs vocabulary they are able to understand and e4plain )hat means to be a hero& /n a district that has such a high percentage o economically disadvantaged students / thought teaching a unit about being a hero and overcoming the odds )ould be appropriate& /t is also a unit )e )ere about to start in our Wonders reading program& / )anted students to understand that heroes arenDt Cust amous people and it doesnDt take a special skill set to be a hero& / )anted to give students the tools to look or someone o inspiration in their li e* someone they could look up to or model their behavior a ter* a hero& This district and building uses Wonders reading program or all elementary classes& This is the irst year that the program has been used district )ide& The program is set up on a pretest or the irst day o the )eek* including spelling and inal tests on the last day o the )eek& The Wonders reading program addresses all common core standards needed or reading@language arts& 8eading instruction takes place rom "F1% a&m& until 'F!% a&m& and again rom 12F1% p&m& until 12F#% p&m& or BTSS 8eading& 0ach student has a )orkbook and is given a packet o grammar pages to go )ith the theme o the )eek& These resources are consumables that are purchased by the school district each year&
:ocabulary scores have been lo)er than the teacher )ould like to see& The support o vocabulary in the Wonders reading program isnDt )hat it could be& / )anted to see i more intensive instruction and activities )ould improve test scores&

07 State O!@e(ti5es Here: ;ocus should be on student per ormance I not activities& What )ill students kno) or be able to doJ < imited to ' ,a1e= Pittsburg State University Teacher Work Sample '

O!@7 No7 ' % & # / A

Unit O!@e(ti5es The student )ill develop oral language& The student )ill decode vocabulary )ords using sentence conte4t clues& The student )ill use vocabulary )ords in conte4t& The student )ill have increased )ord luency& The student )ill )ork in cooperative groups to ans)er Euestions& The student )ill identi y " vocabulary )ords in conte4t&

Le5e <s= <e717 0 oom?s Ta8onom+= 2omprehension .nalysis .pplication .pplication Synthesis 0valuation

C7 6denti-+ State Standards B 0en(*mar2s Addressed !+ Unit O!@e(ti5es I ,o) do obCectives address these standardsJ ( imited to ' ,a1e= S9&2&1b ?uild on othersD talk in conversations by linking their comments to the remarks o others& S9&2&! .sk and ans)er Euestions about )hat a speaker says in order to clari y comprehension* gather additional in ormation* or deepen understanding o a topic or issue& 8l&2&+ Aetermine the meaning o )ords and phrases in a te4t relevant to a grade 2 topic or subCect area& S9&2&2 8ecount or describe key ideas or details rom a te4t read aloud or in ormation presented orally or through other media& 8;&2&+ 8ead )ith su icient accuracy and luency to support comprehension& 8;&2&+a 8ead on1level te4t )ith purpose and understanding& 9&1&1 Aemonstrate command o the conventions o standard 0nglish grammar and usage )hen )riting or speaking&

Ta! e %7' B 6nstru(tiona Desi1n B Unit P an

T- Lesson integrates technology; R- Lesson uses reading strategies; I- Lesson demonstrates integration of content across and within content fields

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Lesson

Date

T R 6

Lesson O!@e(ti5e<s =

6nstru(tiona A(ti5ities$ Strate1ies

6ive the pretest be ore the lesson is taught& . ter the pretest has been turned in start the lesson about )hat the vocabulary )ords mean and ho) they can be used in a sentence& :ocabulary cards can be displayed on the 0lmo& The )ord hero can be used to e4pand to social studies content and e4plain community )orkers& Students )ill listen to the story available online and ollo) along in their te4tbook& Auring the story vocabulary )ords )ill be picked out and the de initions )ill be given based on the conte4t o the sentences and story& The story is* G?rave ?essieH a story about the irst . rican .merican )oman to earn a pilotDs license& Students )ill )rite responses to vocabulary Euestions on a )hiteboard in cooperative groups& . ter each group has success ully ans)ered the Euestions the group )ill )rite a sentence o their o)n using a chosen vocabulary )ord(s)& :ocabulary Euestions )ill be displayed on the 0lmo proCector& Working in cooperative groups )ill increase social skills and teach communication skills&

Formati5e Assessment Des(ri!e S,e(i-i( Ada,tations$ <-orma $in-orma = Di--erentiation

'

%+@%$

T8/

The student )ill develop oral language&

Aiagnostic .ssessment1 ;ormal& Pre1Test be ore the lesson is taught&

.daptations or students )ith disabilities )ould be reducing the number o Euestions or available responses to the Euestions& Bultiple choice instead o a )ord bank&

%+@%"

T8/

The student )ill decode vocabulary )ords using sentence conte4t clues&

/n ormal assessment& 9isten to studentDs responses and check or understanding&

.daptations or students )ith disabilities )ould be to give students a list o vocabulary )ords* making it easier or them to see )hat the )ord choices or the task are&

&

%+@%'

T8/

The student )ill use vocabulary )ords in conte4t& The student )ill )ork in cooperative groups to ans)er Euestions&

/n ormal assessment& Observe students responses and abilities to )ork in a cooperative group&

.daptations or students )ith disabilities )ould be pairing them )ith at or above level students during the lesson& .daptations or students at or above grade level )ould be to have them recite the de inition o the )ord as )ell as the sentence they have )ritten&

%+@1%

The student )ill have increased Student )ill play a match game )ord luency& using vocabulary )ords and their The student de initions& 0ach pair o students /n ormal .ssessment )ill )ork as (shoulder partners) )ill take turns through observation o 8/ part o a lipping over cards to create pairs& the pairs and their ability Pittsburg State University Teacher Work Sample cooperative When shoulder partners are to complete the lesson& pair to play a complete pair partners )ill repeat vocabulary the game&

This is a game that could be played alone i students are unable to sociali5e )ith peers& This can also be a game that has a 12 )inner based on number o matches or speed o completion&

Ta! e %7%: Narrati5e Des(ri,tion o- Pre;assessment9 Formati5e Assessments9 and Summati5e Assessment (limited to 2 pages) W*i(* o!@e(ti5es 6denti-+ *o) t*e assessment )i !e Des(ri!e t*e assessment to !e E8, ain rationa e -or (*oosin1 667 D9 H9 and K does t*is s(ored and$or t*e (riteria to !e used t*is assessment assessment used -or e5a uation7 address> The student )ill decode vocabulary This assessment has " Euestions& 0ach Pretest page rom the Wonders This is the pre1assessment is Pre1.ssessment )ords Euestion is )orth 1 point@1!( points& 8eading Student Workbook& recommended by Wonders .ns)ers can be right or )rong )ith no (Aiagnostic) using 0ight ill in the blank Euestions& reading as a irst day activity& partial credit& sentence conte4t clues& ;lash cards )ith vocabulary and /t )as an in ormal assessment that The student This assignment did not have a ormal ;ormative .ssessment de initions or the shoulder and reEuired little time to prepare and )ill have score Cust a score or participating and - Informal
ace partner activity& could be sent home )ith students to study or the summative assessment on ;riday& / donDt kno) i they studied but they seemed to help& This increased )ord luency& The student

ollo)ing the rules o the classroom and o partner sharing& / )as able to observe )ho needed help and )ho )as doing )ell )ith the task by )alking around and

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)as a rein orcing activity that built on kno)ledge they already had&

)ill )ork as part o a cooperative pair to play )atching students )ork& a vocabulary game&

;ormative .ssessment - Formal

This is a verbal assessment )here students )rite do)n the correct response on a spelling paper (notebook paper)&

This seemed in ormal to the students and any that may have had test an4iety did not reali5e this )as a ormative assessment and )ere more at ease taking it& This )as a suggested read aloud activity in the Wonders teaching manual that / modi ied to it the studentDs needs&

Summative .ssessment

This is a multiple choice Euestion assessment& Students ill in the bubble ne4t to the appropriate response&

This is the ormal* summative assessment that the Wonders reading program recommends be used or vocabulary at the end o this )eek& Students kno) ho) to take and are amiliar )ith this type o test&

The student )ill decode vocabulary )ords using sentence conte4t clues& The student )ill identi y " vocabulary )ords in conte4t& The student )ill identi y " vocabulary )ords in conte4t&

0ight total Euestions& 0ach correct response is )orth 1point out o 1% points&

This assessment has " Euestions* one or each vocabulary )ord& The test is )orth " total points& There is one point possible or each correct ans)er&

Narrati5e -or 6nstru(tiona Desi1n 667 E7 Why are the lessons seEuenced in this mannerJ 667 F7 What learning strategies )ere incorporated into this unitJ ,o) do the instructional strategies@activities Pittsburg State University
;or each o these lessons / tried to use as muchK 2ooperative learning* individual learning* Shoulder and ;ace Partner learning strategies as / could& & Part o the learning obCectives or this unit )ere based on opinion& /t )as crucial that students understood 9essons are seEuenced in this order so that sca olding rom students previous kno)ledge and rom the days previous lessons can occur&

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address the learning obCectives or this unitJ 667 47 ,o) )ill critical thinking and problem solving strategies be implementedJ 6ive speci ic e4amples o use& 667 67 04plain the reading strategies that )ill be used throughout the unit& 6ive speci ic e4amples& (8emember that using te4t is not a reading strategy) ,o) )ill technology be integrated )ithin the unitJ 04plain both teacher use and student use&

that each person could have a di erent sentence or a )ord but the meaning did not change& Problem solving )as used )hen as student could not igure out the de inition o the )ord& They )ere able to use their te4tbooks to look up an ans)er or to use the conte4t o the story to ind the de inition& When the last t)o lashcards )ere lipped over students had to retrace their steps and igure out )hat mistakes )ere made in the previous pairs selected&

We listened to the story over the speaker system in the classroom t)ice& We )ere also able to use the vocabulary card pictures to dra) meaning rom the unkno)n )ords& The photos themselves gave students clues about the meaning o the )ord& We )ill use the /pad to pull up the story online then hook it to the smart board to broadcast the story over the proCector& The 0lmo proCector )as used to proCect )orksheets and game instructions so the entire class could see them& / ound an article online that gave us more historical in ormation about ?essie 2oleman& / )as able to pull in social studies and sho) students )here ?essie 2oleman lived (in Te4as) and )here she moved to )hen she )ent to college (2hicago)& When ?essie decided to go to ;rance )e talked about continents and sailing across the .tlantic Ocean& Bath )as incorporated )hen the story said ?essie )alked + miles to school each day and the students igured out ho) ar that )as a)ay rom thie r school using 6oogle maps& ?essie spent ' days on a steam ship or her Courney so )e broke do)n ' days into hours and )eeks* and ractions o a )eek& The unit sho)ed ho) to use reading skills to decode unkno)n )ords and highlighted te4t eatures or students to use& When )e )orked )ith shoulder partners or ace partners students )ere paired up )ith someone o similar academic ability to start )ith then / paired higher level students )ith lo)er level students& When )orking in groups / made sure that there )as an above level student in each group as )ell as a belo) level student so that the groups )ould unction and build on each studentDs kno)ledge& ;or the sub1group students / had to take into account their social skills and pair them )ith partners )ho they )ould )ork )ell )ith& When designing groups / had to igure out )hat groups )ould )ork )ell together and pair the sub1group students accordingly& This is taken care o most o the time based on the classroom seating arrangement&

,o) does the unit demonstrate integration o content across and )ithin content ieldsJ

667 C7 What speci ic adaptations or di erentiated activities )ere used to accommodate individual learning needs or the )hole classJ What speci ic adaptations or di erentiated activities )ere used to accommodate individual learning needs or the identi ied sub1groups @ studentsJ

Pro5ide a (o,+ o- t)o (om, ete detai ed esson , ans in A,,endi8 07

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6667 Tea(*in1 and Learnin1

A7 Narrati5e: Dai + Tea(*in1 Re- e(tions (limited to + pages) Da+ ': Today )hen / introduced the concept o a hero and )hat it meant to be a hero / )as surprised to hear ho) many students thought a hero )as someone amous& The vocabulary helped students understand that a hero can be anyone )ho has done something brave or helped others& Da+ %: When )e listened to the story / constantly had to remind the class and my sub1group students to ollo) along )ith the story& / reali5ed / have to make sure they are reading the story as )ell as hearing the story& Some students )ere unsure )hat a te4t eature )as and / had to stop and e4plain that each o the vocabulary )ords )as highlighted in yello) in the story& ,ighlighting is a te4t eature and a tool they can use )hen looking at the meaning o a )ord& 2onte4t o a sentence )as another learning strategy / had to )ork on )ith students& Da+ &: Working in groups today )orked )ell but some o my students )ere not motivated by the group so / had to ask them to speak or the group )hen giving an ans)er or )rite or the group to make sure they )ere included in the lesson& Some students )ould have been content to sit back and listen to the groups and not engage in the activity& When groups did not kno) )ho / )as going to ask to read the ans)er they )ere more attentive and made sure to include everyone in the group )hen deciding on an ans)er or sentence& Da+ #: This )as one o the best lessons o the )eek& Partners )ork better in this classroom better than small groups& 0ach student )as engaged and aside rom some arguing about the rules o the game this lesson )as very productive& The students )ere able to take their lash cards home to )ork on& The only problem )as that some students chose not to participate once they lost& One o those students )as my sub1group student& We then modi ied the game and asked him to play the game on his o)n& Once he reali5ed that )asnDt as un he asked to have a partner again& ;rom there out he did )ell socially and did not complain i he had e)er matches than his partner& Da+ /: Today )as test day& / )as surprised to see ho) many students le) through the vocabulary part o the test and had it handed in very Euickly& This scared me and made me )onder i they had understood the concepts about vocabulary / had presented& .s it turned out it )as one o the best vocabulary tests overall that the class has taken to date& / )as very proud and )hen students reali5ed ho) )ell they had done on the test they )ere proud too& /t )as a re)arding eeling to be able to see my planning and learning strategies come together success ully&

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07 C assroom Mana1ement P an <rules* procedures* preventative strategies* supportive strategies) (limited to 1 page) By classroom management plan )ill not change or this unit& 0ach student is responsible or their actions and )ill be directed to the sa e seat a ter one )arning i they cannot )ork independently* cooperatively* or as a partner& Preventative strategies include making sure partners do not have a history o problems )orking together* groups )ill be the same cooperative groups )e use every day* and independent )ork )ill reEuire GshieldsH be put up to prevent dishonesty&

C7 Student 6ntera(tion and En1a1ement(Strategies or promoting student to student interaction and student motivation) (limited to 1 page) Student interaction is encouraged through cooperative learning opportunities )hile )orking in groups or pairs& There is a classroom management system in place to encourage student motivation (sticker chart1behavior party)& When a student is doing )hat they have been asked they )ill earn a sticker on their behavior chart& This system is al)ays in place but a reminder be ore activities helps motivate them to make good choices&

D7 Student Communi(ation (detailed description o appropriate strategies to encourage student to student communication) (limited to 1 page) Auring the cooperative group activity there )ill only be 1 )hite board and one marker& This )ill encourage students to communicate )ith each other and agree on a sentence instead o )riting do)n )hat they think& Student communication during the lash card game is essential because students must communicate the )ords and de initions they have ound and )ork together* ollo)ing classroom rules& Think pair share activities during revie) periods )ill encourage student communication in groups& When one student is asked to speak or the group or in ront o the class they must kno) )hat their group said or elt in order to relay the message to the rest o the class&

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Narrati5e: Ana +sis o- Assessment E7 Pre;Assessment Overall analysis o results&

There )ere " ill in the blank Euestions )ith a )ord bank at the top o the page& O the 2! students )ho took the pretest none o them passed the test& The best score )as #%(& The class average )as +2(* sub1group ( ocus student) )as 2#(* sub1group 2 )as !$( and the !rd sub1group scored 1$(& / )as not surprised to see these results& This is the norm or vocabulary pre1tests in this classroom& <one o my students met their obCectives or goals during the pre1test& / had hoped or at least #%( accuracy on the pre1test& /n order or my students to pass the post test their scores )ere going to have to improve by at least #%( each& / kne) that they )ould need intense vocabulary practice or the ne4t ! days or they )ould not meet the obCectives& To teach the in ormation using a variety o resources and techniEues& 2ooperative learning* think1pair1share lessons* and independent practice& / made sure that my students got to )ork )ith the vocabulary during )riting* reading* and speaking lessons&

Aiscuss the results in re erence to the learning obCectives& Aescribe ho) pre1assessment data )as used to proceed )ith instruction or all students& What is the plan to di erentiate or all learnersJ F7 Formati5e Assessment Overall analysis o results& Aiscuss the results in re erence to the learning obCectives& .re students learning )hat )as intended they learnJ

The ormative assessment results )ere promising& The class average or 2! students )as "%(& Only - students ailed the test* and t)o students scored 1%%(& By ocus studentDs score )as $%(* my second sub1group )as -%( and my third sub1group )as -%(& The results told me that there )ere certain )ords that the students did not understand& / )ent back and looked at )hat )ords each student got )rong and noticed that interest )as the most common mistake& / made it a point to use interest in my vocabulary throughout the day& GLou must have an interest in basketball because you play during recessH& G/ have an interest in teaching and learningH& By adaptations )ere to ocus on the )ords that students )ere having trouble )ith& .ll 2! students got the )ord

Aiscuss any adaptations based on the ,eroes right so / kne) that the more o ten the )ord )as heard the better chance they had at remembering it& results o ormative assessments&

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/denti y di erentiation needed to help all students meet the goals and obCectives o this unit& 47 Summati5e Assessment What did the disaggregated data o the assessment revealJ Aiscuss the results in re erence to the learning obCectives& Aid all students learn )hat )as intended they learnJ 04plain&

The groups or activities and think pair share activities stayed the same because the data did not sho) any connection bet)een certain groups o students&

By lessons )ere a success& T)elve o the 22 students )ho took the test got a per ect score o 1%%(& The lo)est grade in the class )as 2#( and the ne4t lo)est score )as a $#(& The overall class average )as '%(& By ocus student had an ""( and sub1group 2 )as ""(& Sub1group ! )as or students )ith classroom modi ications )hen it came to test taking& /n our case that )as reading the Euestions to the students& O ! students t)o had ""( and the third )as 2#(& The results sho) that the learning obCectives )ere accomplished& The summative assessment made students use critical thinking skills to solve the Euestions* not Cust memori5ation o acts& / )as very happy to see that looking at the vocabulary )ords through a variety o )ays prepared students or the test& .ll students e4cept or 1 accomplished the obCectives / set to help them achieve& 0very student e4cept or one doubled their pre1test scores and achieved a passing grade& /t )as the most success ul vocabulary test to date based on previous grade book scores&

Pro5ide a (o,+ o- ,re;assessment do(ument and t*e (orres,ondin1 s(orin1 2e+$ru!ri( in A,,endi8 C7 Pro5ide a (o,+ o- one -orma -ormati5e assessment do(ument and t*e (orres,ondin1 s(orin1 2e+$ru!ri( in A,,endi8 C7 Pro5ide a (o,+ o- one in-orma -ormati5e assessment do(ument and t*e (orres,ondin1 s(orin1 2e+$ru!ri( in A,,endi8 C7 Pro5ide a (o,+ o- t*e summati5e assessment do(ument and t*e (orres,ondin1 s(orin1 2e+$ru!ri( in A,,endi8 C7 H7 3isua Re,resentation o- Disa11re1ated Data C*art$Ta! e$4ra,*s o- disa11re1ated data -or t*e Pre;assessment s*ou d !e in( uded in A,,endi8 C7 Aue to the varied nature o data collected by the teacher candidates* each (andidate is as2ed to (reate a (*art$ta! e$1ra,* that includes data or the Whole 2lass* Subgroup* and ;ocus Students& Title the table@chart@graph and use labels to accurately portray the data&

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C*art$Ta! e$4ra,* o- disa11re1ated data -or t*e Summati5e Assessment s*ou d !e in( uded in A,,endi8 C7 Aue to the varied nature o data collected by the teacher candidates* each (andidate is as2ed to (reate a (*art$ta! e$1ra,* that includes data or the Whole 2lass* Subgroup* and ;ocus Students& Title the table@chart@graph and use labels to accurately portray the data&

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637 Se -;E5a uation and Re- e(tion

A7 Narrati5e des(ri,tion o- Su((ess-u A(ti5ities and -uture im, i(ations 0ased on t*e ana +sis o- a t*e assessment resu ts9 identi-+ TWO earnin1 o!@e(ti5es -rom t*e unit students )ere most su((ess-u 7 ObCective 1F The student )ill identi y " vocabulary )ords in conte4t& 4i5e more t*an one reason -or ea(* o- t*e su((esses identi-ied7
The studentDs improved their test scores rom +2( as a class to '%(& The students )ere able to use their )ords in conte4t and create sentences in cooperative groups& When the groups read the )ords they )ere correctly used in conte4t&

Students determined the meaning o vocabulary )ords using sentence conte4t clues& When students did not ObCective 2F The student )ill decode vocabulary )ords using kno) )hat the )ord meant they looked at the conte4t o the sentence and )ere able to orm sentences o their o)n& They also learned to use te4t eatures* highlighted )ords to determine )here the vocabulary sentence conte4t clues& )ord )as in the te4t and )hat sentences to use around it to decode the )ord&

Dis(uss at east TWO t*in1s to do di--erent + in t*e -uture to e8tend t*ese su((esses to (ontinue students? a(ademi( 1ro)t*7
/ / )ere to teach this lesson again / )ould have students develop their o)n sentences or vocabulary )ords be ore )orking cooperatively& Too many o my students )anted to )ait or others in the group to come up )ith an ans)er& / )ould )ork to e4tend this across the curriculum more than / did and maybe give a re)ard or using a vocabulary )ord (correctly) in a sentence outside o vocabulary study&

07 Narrati5e des(ri,tion o- Least Su((ess-u A(ti5ities and -uture im, i(ations 0ased on t*e ana +sis o- a t*e assessment 4i5e more t*an one reason -or ea(* o- t*e east su((ess-u o!@e(ti5es identi-ied7 resu ts9 identi-+ TWO earnin1 o!@e(ti5es -rom t*e unit students )ere east su((ess-u 7 / cannot measure )hether or not my students had increased )ord luency& There )as not a )ay to test the ObCective 1F luency outside o the te4t they had read and reread& Would they have been able to identi y the )ord i it The student )ill have increased )ord luency&

)as among unkno)n vocabularyJ ,o) do / look or and test or that long termJ . unit test on vocabulary )ould give me those ans)ers&

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ObCective 2F The student )ill develop oral language&

This is another obCective / could not test or& ,o) )as / to measure )hat oral language they learned during the unitJ / have no )ay o kno)ing )hat )ords they added during the unit because / did not pre1test )hat their oral language skills )ere be ore the unit& This )ould not be an obCective / )ould include in the unit again because / eel like it did not it )ith the rest o the obCectives / lined out&

Dis(uss at east TWO t*in1s to do di--erent + in t*e -uture to im,ro5e students? ,er-orman(e7
/ )ould also make sure that students understood more clearly )hat a vocabulary )ord is and )hy they are important& To the students they are Cust another )ord to learn& / also )ould change the pretest to a multiple choice test or students instead o a )ord bank& / eel like the pre1test )as harder than the post1test and may not have been a true measure o )hat students kne)&

TA0LE #7' Communi(ation Lo1 Fo o) U, <ine(essar+=

Date
%!@!1 %+@%1 %+@%+ %+@%+ %+@%+

Person Conta(ted
2ooperative Teacher 9ibrarian 9ibrarian 2ooperative Teacher 9ibrarian

Met*od oConta(t
2onversation 2onversation 2onversation 2onversation 2onversation

Reason -or Conta(t

To revie) the lesson To ind a book@article about G?rave ?essieH To ind a book about ?essie 2oleman ?ook about community heroes ?ook about community heroes

Resu t or 6m,a(t on 6nstru(tion

.greed )ith the ideas or the lesson ;ound an article about G?rave ?essieH ?essie 2oleman 2hecked out G;ly ,igh* The story o ?essie 2olemanH Aecided to contact the school library 2hecked out* G,elpers in By 2ommunityH&

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C7 Narrati5e Re- e(tion on 6m,a(t o- Communi(ations (limited to 1 page)

/ )as able to teach the students more about ?essie 2oleman and )hat happened in her li e by checking out and reading to them* ;ly ,igh* The Story o ?essie 2olemanH& When )e talked about )hat a community helper@hero )as / had a book on hand to sho) the class and read to the class about community helpers and their Cobs in our community& We discussed )hether or not each o those people )orked in our community and ho) they )ere heroes& ?y contacting the librarian / )as able to utili5e a resource / had available in the building )ithout going else)here or in ormation&

D7 Narrati5e Re- e(tion on Future Pro-essiona De5e o,ment (limited to 1page) 6denti-+ at east TWO as,e(ts o- instru(tion t*at (ou d !e im,ro5ed7 E8, ain reasonin17 .spect 1F
2ooperative 9earning Strategies

W*at s,e(i-i( ,ro-essiona de5e o,ment o,,ortunities$a(ti5ities )i *e , to a(Duire t*at 2no) ed1e or s2i >
Auring grade level meetings / can ask my co1)orkers )hat strategies they use in their classroom& / can also attend pro essional development meetings and con erences on cooperative learning&

.spect 2F
2lassroom Banagement

There are a number o books available that discuss classroom management styles that / could read to learn ne) )ays o managing a classroom& .sking co1 )orkers or advice or modeling classroom strategies / have seen used be ore& .ttending pro essional development con erences on classroom management )ould also be help ul& The most important part is to ind a strategy that )orks or me and my students&

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REFERENCES

Mrs7 Cind+ 0ur2e; Coo,eratin1 Tea(*er Courtne+ M(Cartne+; 0ui din1 Prin(i,a

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APPEND6E A

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APPEND6E 0

Lesson Description Title: Partner Concentration; Hero Vocabulary Grade Level: 2nd Grade Author: Danielle Kolb

Domain, Cluster, Standard Reading: Literature o Cra t and !tructure !tandard: Rl"2"# Deter$ine the $eaning o %ord& and 'hra&e& in a te(t relevant to a grade 2 to'ic or &ub)ect area

!'ea*ing and Li&tening o Co$'rehen&ion and Collaboration !tandard: !L"2"+b ,uild on other&- tal* in conver&ation& by lin*ing their co$$ent& to the re$ar*& o other&"

Objective/s A& a re&ult o the&e activitie& &tudent& %ill be able to: The &tudent %ill u&e vocabulary %ord& in conte(t" The &tudent %ill decode vocabulary %ord& u&ing &entence conte(t clue&" The &tudent %ill %or* %ith a 'artner in a coo'erative learning &etting"

Assessment/Evaluation: Co$'lete the activity %ith ./0 accuracy %ith t%o di erent 'artner&"

Motivation or Anticipatory Set 1e have been learning ne% vocabulary %ord& thi& %ee*" 2ou %ill 'lay the ga$e once %ith your &houlder 'artner and then once %ith your ace 'artner" The 'er&on %ho ha& the $o&t $atche& 'er tea$ %ill receive a &tic*er on their chart 3to%ard behavior 'arty4"

Teac in! "rocedures and Learnin! Activities Pittsburg State University Teacher Work Sample 2-

Revie% the 5 vocabulary %ord and their de inition&" Revie% the rule& o the ga$e and coo'erative learning e('ectation&" Have &tudent& &tart %ith their &houlder 'artner& and hand out a vocabulary dec* 'er 'air" Allo% &tudent& ti$e to co$'lete + round %ith a &houlder 'artner and one round %ith a ace 'artner" 6 ti$e allo%& &tudent& %ill 'ractice %ith other cla&&$ate&"

Adaptations and Accommodations Acco$$odation& %ill be $ade %hen 'artnering &tudent& %ith &i$ilar acade$ic abilitie&" Acco$$odation& or any &ocial di&agree$ent& %ill be $ade" 6 &tudent& cannot ollo% the rule& they %ill be a&*ed to 'lay the ga$e by the$&elve&"

Closure Have &tudent& tran&ition bac* to their original &eat&" 1ere there any 'roble$& they ound 'laying the ga$e7 1hat %ord do you have the $o&t trouble %ith7 8a*e &ure to hand out the additional vocabulary dec*& &o each &tudent ha& one"

#ndependent "ractice Allo% the &tudent& to 'lay the ga$e at their &eat&" 9or each $atch they ind have the$ %rite the corre&'onding vocabulary &entence in their reading:%riting )ournal"

Assessment and Evaluation 1al* the roo$ and %atch &tudent& to $a*e &ure they are %riting or have %ritten the 5 vocabulary %ord& and their de inition&"

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Lesson Description Title: ;&e 2our Vocab; Coo'erative Grou' 1or* Grade Level: 2nd Grade Author: Danielle Kolb

Domain, Cluster, Standard Reading: Literature o 9luency Rl"2"# Deter$ine the $eaning o %ord& and 'hra&e& in a te(t relevant to a grade 2 to'ic or &ub)ect area" Language o Convention& o !tandard <ngli&h L"2"+ De$on&trate co$$and o the convention& o &tandard <ngli&h gra$$ar and u&age %hen %riting or &'ea*ing" !'ea*ing and Li&tening o Co$'rehen&ion and Collaboration !L"2"+b ,uild on other&- tal* in conver&ation& by lin*ing their co$$ent& to the re$ar*& o other&" Objective/s The &tudent %ill %or* in coo'erative grou'& to an&%er =ue&tion&" The &tudent %ill identi y 5 vocabulary %ord& in conte(t" The &tudent %ill u&e vocabulary %ord& in conte(t"

Assessment/Evaluation The &tudent %ill identi y 5 vocabulary %ord& in conte(t %ith ./0 accuracy" The &tudent %ill %rite vocabulary %ord& in &entence& %ith a coo'erative grou'"

Materials and Tools Pittsburg State University

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1hiteboard& and $ar*er&" >ne 'er grou'" !$all Reading ,oo* or vocabulary de inition& and re erence"

Motivation/Anticipatory Set 1e *no% that %ord& can be u&ed in hundred& i not thou&and& o &entence&" Tal* to your grou' and thin* about a &entence that include& your vocabulary %ord that you haven-t heard thi& %ee*" Let-& &ee ho% $any &entence& each grou' can %rite u&ing 2 vocabulary %ord&" 1hen each grou' i& done %e %ill do another round %ith ne% %ord&"

Teac in! "rocedures and Learnin! Activities Revie% the 5 vocabulary %ord& and their boo* de inition& Give an e(a$'le o a &entence %ith a %ord" ?<ach grou'-& $i&&ion i& to &ucceed at %riting &entence&@" Re$ind &tudent& %hat $a*e& a &entence and the 'art& that have to be included"

Adaptations and Accommodations Ada'tation and acco$$odation& have been $ade though the choice o grou'&" <ach grou' ha& an above level &tudentA a belo% level &tudentA and t%o at level &tudent&" Acco$$odation& or &ocial &ituation& have al&o been $ade to 'revent 'roble$& in the grou'&" Closure Pic* a &entence ro$ each grou' that you eel be&t it& the de inition o the vocabulary %ord" Di&'lay the$ on the <l$o 'ro)ector or the re&t o the cla&& to &ee or have each grou' &tand and 're&ent their %ord" #ndependent "ractice Give 9or$al 9or$ative A&&e&&$ent"

Assessment and Evaluation Grade the or$al or$ative a&&e&&$ent"

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APPEND6E C

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;nit B 1ee* C Vocabulary Prete&t 1onder& 2nd Grade Reading

Da$eEEEEEEEEEEEEEEEEEEEEEEEEEEE

Plea&e u&e a %ord ro$ the bo( to co$'lete each &entence" agree intere&t challenging 'er or$ di&cover &ucceed heroe& &tudy

+" 6 &o$ething i&EEEEEEEEEEEEA it i& di icult and ta*e& e ort to do" 2" 6 you EEEEEEEEEEE &o$ethingA you ind it or ind out about it" C" EEEEEEEEEEEEEE are 'eo'le %ho have done brave thing&" #" 6 you have an EEEEEEEEEEEE in &o$ethingA you li*e it and %ant to learn $ore about it" B" 6 'eo'leEEEEEEEEEEEA they &ay that &o$ething i& true or they %ill do &o$ething" F" 1hen you EEEEEEEEEEEE in a 'lay or $ovieA you act in it" G" 1hen you EEEEEEEEEEEE &o$ethingA you readA 'racticeA or thin* about it &o that you can learn it" 5" 6 you EEEEEEEEEEEEEE in doing &o$ethingA you do it the %ay you %anted to"

KEY '7 %7 &7 #7 /7 A7 F7 G7

C*a en1in1 Stud+ Heroes 6nterest A1ree Per-orm Stud+ Su((eed

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Forma Formati5e Assessment

1onder& Reading 3!tudent& %ill %rite re&'on&e& on a &e'arate &heet o 'a'er4" +" Hoan li*e& to EEEEEEEEEE on &tage" 3'er or$4 2" 1eEEEEEEEEE in&ect& at &chool" 3&tudy4 C" Police o icer& are EEEEEEEEEEE" 3heroe&4 #" Do you EEEEEEEEEEEE that your riend ha& a good idea7 3agree4 B" 2ou can EEEEEEEEEEEEEEE ne% thing& at the $u&eu$" 3di&cover4 F" The $ath te&t i& EEEEEEEEEEEEEE or the cla&&" 3challenging4 G" Ken and Lui&a EEEEEEEEEEEEEEE at building a &no% ort" 3&ucceed4 5" Dancy ha& an EEEEEEEEEEEEE in ta*ing 'hoto&" 3intere&t4

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#n$ormal Assessment% &ocabulary 'las Cards

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Summati5e Assessment

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KEY '7 %7 &7 #7

A F D 6

/7 A7 F7 G7 Teacher Work Sample

A 4 A F !-

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