The Planning Cycle:

Evidence of Student Learning

Megan Crowder
Towson University

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Part A Background of Students and Lesson Objectives:

School Culture:
Halstead Academy is a collaborative title 1 lighthouse school in Baltimore County. It
is a zone 1, tier 3 elementary school that teaches approximately 530 students from lowincome households. The foundational school principles are excellent, valuing optimism,
determination, ambition and perseverance. Halsteads philosophy on teaching is flexible
and honors the fact that every child may be different, meaning every child may need a
variety of representation, engagement, and expression in order to succeed.
Halstead implements a school wide PBIS program in order to manage student
behavior and promote positivity. Students are encouraged to participate during class,
respect one another, and try their best by being rewarded with the school currency, Panda
Paws. Students are constantly receiving positive feedback for displaying desired
behaviors, acting appropriately, participating in discussions, and staying engaged in
learning.
Communication, cohesion, and communication within the school community are
essential for student success. The school community consists of general education
teachers, special educators, specialized service providers, subject area specialists,
administration, and parents. If one of those links is not in agreement with the rest of the
group, success is unattainable. In order for a something to change, or for a plan to be
successful, there must be unanimity. Students require consistency in order to thrive, and
when the team members are not on the same page, it inadvertently affects the student.
Unfortunately, the third grade staff has not been adhering to Halsteads core principles.
The lack of communication, cohesion, and collaboration amongst the team has created a
hostile environment that has impeded on student growth.
The majority of the population at Halstead, including every child in this phonics
intervention group, is experiencing some sort of trouble at home. Most of the students
also live in lower-socioeconomic status areas where the hardships they experience can be
classified as financial, physical, and/or emotional. The special educator, general educator,

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AAs, and I are unable to communicate about students home lives, even if the factors
may affect the students abilities to learn, due to administration rules. Separately, we all
do our best to become aware of each childs needs as related to instruction, including any
outside factors that may result in poor classroom performance. Halsteads philosophy is
to remain confidentiality but become understanding and flexible towards the diversified
student needs, all while holding the students accountable for putting forth their best effort
to learn. Since we are unable to communicate the outside needs of our students, tension
seems to compile. The misfortune of it all is that there needs to be total cohesion within
the school. The behavior interventionists, general education teachers, special educators,
psychologists, AAs, and other support staff teaching the child should have a clear
understanding of the child, especially those with special needs. For example, if one team
member is unaware that a student is homeless and does not eat breakfast, the employee
will not understand why the student falls asleep in class and has difficulty concentrating.
This can then cause larger issues. It is imperative that the students feel comfortable with
the adults in the building, and that the adults in the building see that the each childs
needs are met.
Lesson Topic:
The well-established, county supported Spiral-Up Phonics Program is implemented as
an intervention for Halsteads struggling readers. Unit 5 of the program was adapted in
order to instruct the long o phonics skills and document the planning cycle for this unit.
To ensure successful student learning, prior to instruction the unit was overviewed with
the special educator. The special educator has been teaching this particular group of
students for phonics since the beginning of the school year, making her familiar with
each students needs, interests, and preferred learning styles and enabling her to be the
best consultant for student success. At grade level planning, the special educator, general
educators, STAT teacher, AP, and reading specialist overview the data obtained from
both standardized testing as well as Fountas and Pinnell informal assessments. After
reviewing, together they are able to determine which students would benefit the most

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from this phonics additional support.

Variability:
Chart 1: Students with IEPs
Student

Accommodations

IEP Goals

Name
Student E

Student R

Student T

1-F: Human Reader or Audio

Recording for Verbatim
Reading of Entire Test
2-A: Scribe
2-H: Monitor Test Response
3-A: Extended Time (time and
a half)
3-B: Multiple or Frequent
Breaks
4-A: Reduce Distractions to
the Student
4-B: Reduce Distractions to
Other Students
1-F: Human Reader or Audio
Recording for Verbatim
Reading of Entire Test
2-A: Scribe
3-A: Extended Time (Time
and a half)
4-A: Reduce Distractions to
the Student

2-H: Monitor Test Response

2-M: Graphic Organizers
3-A: Extended Time time
(Time and a half)
4-A: Reduce Distractions to
the Student

Reading-Sight Word Goal (1.C.2): she will be able to read

grade-level text accurately (baseline 28%)
Reading-Phonics Goal (1.B.2): She will be able to decode
words in grade-level texts at grade level (baseline: consonant
blends 30%, CVCe 0%, vowel teams 0%, r-controlled 0%)
Behavior-Work Habits Goal: she will increase her on task
behavior (baseline 43%)
Behavior-Impulsivity Goal: She will decrease her impulsive
behaviors with self-management skills and increase her
positive peer and pro-social interactions (baseline 37%)
Reading-Letter Sounds Goal (1.B.1): he will be able to
identify letters and corresponding sounds at grade level
(baseline 59%).
Reading-Sight Word Goal (1.C.2): he will be able to read
grade-level text accurately (baseline 27%)
Reading-Phonics Goal (1.B.2): he will be able to decode
words in grade-level texts at grade level (baseline: CVCe 0%,
vowel teams 0%, consonant digraphs 0%, r-controlled words
0%)
Reading-Phonics goal (RF3): he will be able to read and
apply grade level phonics and word analysis skills in
decoding words (baseline 12%)
Reading-Comprehension Goal (RL2): he will be able to
recount stories, including fables, folktales, and myths from
diverse culture; determine the central message, lesson, or
moral and explain how it is conveyed through key details in
the text after hearing the text being presented orally to him
(listening comprehension baseline 25%)
Behavior-Work Habits/On Task Goal: He will increase his on
task behavior (baseline 38%)

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Student V

1-O: Visual Cues

1-F: Human Reader or Audio
Recording for Verbatim
Reading of Entire Test
3-A: Extended Time (Time
and a half)
3-B: Multiple or Frequent
Breaks
4-A: Reduce Distractions to
the Student

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Reading-Phonics goal: (RF3) he will be able to read and

apply grade level phonics and word analysis skills in
decoding words.
Reading-Fluency Goal (RF4): he will read with sufficient
accuracy and fluency to support comprehension (baseline
48%)
Behavioral Goal: He will use management/ coping strategies
in order to manage his emotions.

The phonics intervention group consists of 13 third grade students. While one teacher
leads phonics instruction, the special educator circulates the room to monitor student
focus and understanding. The AA also attends phonics group sessions, specifically to
monitor Student V, but is also available to assist other students when needed.
Of the 13 students, four have IEPs. Two of the students with IEPs also obtain BIPs
for serious psychological disorders. The AA is assigned to accompany one of those
students due to his tendency for physically aggressive behavior. Two of the remaining 9
students in the group are ELLs and neither of them knew any English when they began
the school year. The age range varies amongst the group from 7 10 years old, but the
majority of the class members are 8 years old, and everyone is currently enrolled in the
third grade.
The phonics intervention group has a wide variety of academic, emotional, social, and
behavioral needs. Student V has both an IEP and a BIP due aggressive and violent
behaviors. He has IEP goals for phonics, reading fluency, and behavior. Student V is
easily irritated, and often refuses to participate, negatively impacting his performance. He
has an adult assistant (AA) escort him throughout the day but this accommodation seems
to anger him even more. Student V despises being singled out or taken away from his

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general education teacher. Despite his strong desire to stay in the classroom setting, he is
often taken to the behavioral interventionists due to inappropriate, disruptive behaviors in
the classroom setting. His unpredictable and uncooperative behaviors constantly impede
on his learning in every classroom.
Student T is also documented with an EBD, and obtains both an IEP and BIP. His IEP
contains a phonics goal, reading comprehension and behavior goal, as seen in chart 1.
but on the opposite side of the spectrum compared to Student V. Student T is extremely
happy, innocent, and eager to please. He often smiles, giggles, or speaks to himself
throughout the day. Student T often experiences difficulty focusing due to the rapid
thoughts running through his mind, but is aware of his inattentive behaviors and tries his
best to correct them with teacher-prompted, friendly reminders. These behaviors
aggravate Student V, and usually wind up getting them both in trouble for mimicking,
tattling, or bullying one another. Student T also has
Student Es IEP documents her as having an OHI due to a significant heart defect that
was discovered at birth. Her IEP contains a phonics, sight-word recognition, and two
behavioral goals, as seen in chart 1. Student E is an energetic student who experiences an
extreme amount of difficulty remaining on task, listening to and following instructions,
remaining seated, and behaving appropriately in an educational environment. Her
impulsive, inattentive, hyperactive, and slower cognitive function tendencies may be
contributed to the lack of oxygen to her brain. Her behaviors have started to impact her
socially, disrupting classroom harmony with physical and/or verbal disturbances. To
improve her social awareness, Student E has been selected for a small-group behavior
intervention lunch bunch twice a week. There the teacher leads the group in discussions

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about friendship, socially appropriate behaviors, and how to resolve peer conflicts.
Student R is the only other student with a documented disability. His IEP for his
learning disability includes a letter-sound goal, sight-word, and phonics goal. In general,
Student R has a positive attitude towards learning, but is often calm and quiet in the
classroom. He has been held back and is the oldest student in the class at 10 years old.
Student R is kind but easily influenced by others in the group. He has become friends
with Student V, and has been thriving off of his negativity. Student Rs home life can
definitely been contributed to his recent declining attitude. His brother was shot and
killed the weekend before this lesson was taught. Due to this horrific disruption in his
life, he was physically absent for the majority of the week, and mentally occupied the
entirety of instruction. Student R also has repeated rapid eye movements, which disrupt
his ability to learn. He has never been to an eye doctor, and the school specialist only
recently was able to screen his vision. Student R has been noted as needing prescription
eyeglasses, and in order to acquire them, he must see an eye doctor. Due financial and
personal reasons, he has not been able to get glasses. About a week after this unit was
taught, Student R finally obtained a prescription and has been having difficulty adjusting
to the difference ever since. Student R is unable to complete written work coherently due
to his eye movements and cognitive ability, so therefore has a higher listening
comprehension and oral communication ability. That being said, he receives speech
services in order to improve his communication skills, so overall, every outlet in which
he may communicate cannot fully express his thoughts.
Student Y and Student L have recently been displaced from their homes, which has
caused them both significant behavioral outbursts in the school setting. Student L often

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keeps her head down or falls asleep during instruction. When given a task by the
instructor and high expectations are set, she is eager to please, but often adapts a
dominant attitude, bossing other students around without clearing understanding the
purpose of the assignment. Student L strives for responsibility, but is unaware of how to
manage it in a graceful manner. Student Y has been easily irritable as a result of his
trouble at home. Lately, he has been having a difficult time focusing, remaining on task,
and following the teacher's directions. Before Student Y was displaced, he was a positive
asset to the group, exuberantly engaged in the learning process. He would consistently
participate; offer correct answers and interesting feedback. Since Student Ys home life
situation has gotten out of control, he has become withdrawn, quiet, angry, and easily
irritable.
Students A and J are English Language Learners. They both moved to the USA this
year from Liberia. Neither of them spoke any English when they began the school year,
but over time they were able to make friends, learn the language, and blend with the
culture. Student A has adapted wonderfully, catching on to new instruction quickly and
eagerly awaiting the next step. Because of this he often feels frustrated with his peers
who struggle with the basics. Student A feels as if he is being held back and so he often
rolls his eyes, sighs, groans, or refuses to participate. Interestingly enough, Student A is
only 7 years old and supposed to be in second grade but was misplaced by the county.
His negative attitude and difficulty communicating his academic needs makes him
irritable. The true root of his behaviors is cognitive challenge, not any emotional or social
factor. He is an ELL but he is also GT with the appropriate attitude and approach. The
staff must not take his negative attitude personally. Teachers must always give him

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enrichment opportunities in order to boost his self-esteem and for him to feel like he
belongs. Student J, the other ELL, is eager to please, generally engaged and wanting to
learn. English has proved to be very difficult for her, and she has been having the hardest
time out of all the students in the phonics group. She is knowledgeable about a majority
of the letters in the alphabet, but has very little letter-sound coordination. The language
barrier impacts her English literacy and communication in the classroom. She responds
well with visual cues and reminders, as well as vocabulary definitions for the given
words of the week. Since Student J has a limited English vocabulary, she is often
unaware of the meanings of most of the instructed words, and therefore not retaining how
to pronounce them. Purpose needs to be given behind everything she learns, most easily
given by picture cues, in order for her to become more successful.
Students P, S, M, K, and X in the group do not obtain IEPs or any documented
accommodations or needs. Students P and S are very easy going and eager to please.
They cooperate and participate daily with little to no reminders. Student P is supposed to
wear reading glasses in order to see properly, but she misplaced her spectacles back in
January and has not worn any since. Student P was also absent for the majority of this
unit.
Student S is goal-oriented and determined to learn with the reminders of high
expectations from her teachers. She puts forth her best effort to learn and therefore, often
succeeds.
Student M is also patient and kind but is unpredictably irritable due to her troubled
family life. She is generally quiet and focused, but often withdrawn and sometimes
unresponsive to teacher directions.

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Student K has a more dominant personality. She prefers to have control over situations
and will challenge authority. Despite her challenging attitude, if she is engaged, she is
motivated to learn and tries her best. She has been prescribed eyeglasses to wear at all
times but did not have them the week of this unit. Due to her intelligence and her ability
to focus, Student K often succeeds in phonics group.
Student X is bright, often able to provide the correct answers, but refuses to
participate. He resists coming to phonics group every day, avoids eye contact, speaks to
himself, refuses to respond when called upon, and demands to work alone during partner
work. The teaching team suspects trouble at home due to the fact that he and both his
brothers have been acting negatively lately. Despite his attitude, he is more than capable
of success, and with the right management, he is able to learn. Student X responds
positively when he feels as if he is understood, much like every other student in the
group. Student X has slowly opened up with consistent positive reinforcement, but does
not appreciate too much attention in front of his peers. By speaking to Student X in a
calm, firm, and positive manner, he is responsive.
Unfortunately, the AA and the special educator take students negative attitude
personally, and often reprimand them without really understanding the situation. This
occurs most often with Student A, Student X and Student L. As their teacher, I do my
best to listen to each student, gain an understanding of the purpose for each behavior, and
collaborate with the student and sometimes other team members in order to create a
solution.
Due to the fact that this lesson is taught to a pull-out intervention group containing 13
students and 3 adults, the instruction location varies. We try our best to find an empty

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space in the building, but have occasionally pushed-in to the general education setting.
Some days we are able to find another empty classroom. Some days we work in the Ben
Carson reading room, or the computer lab if either is available. There have even been
times when we have had to work in the cafeteria because there was no place else for our
large group to productively learn. The students have been fairly flexible, but the constant
change keeps them on their toes. Without consistency, these students have had a difficult
time becoming comfortable with me as a new teacher, as well as with each other, and
therefore obstructing learning.
From discussions at grade level planning, informal conferences during student
specials, observations of the group, as well as instructing them in several settings, I have
gained a clear view of their literacy levels. The students reading and writing abilities
vary within the group, but none of the students are on the third grade level. The majority
of the group has adequate oral language abilities. Students J and A are ELLs and have
difficulties communicating due to the language barriers. Students T, V, and R have
trouble expressing themselves and all three receive speech services twice a week. None
of the students are on the third-grade reading level, and in fact, a majority of the group
receives additional literacy support with me through the Fountas and Pinnell guided
reading program.
Seeing as though reading and writing go hand-in hand, written language is also
difficult for the majority of the group. None of the students are on the third grade level,
most of them on the kindergarten or 1st grade level. Students M, K, S, and X are the only
students who are not pulled for guided reading intervention, and therefore have the
strongest language development in the class.

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This unit aligns with the Maryland Common Core State Standards because its purpose
is to assist students in enhancing their literacy abilities. Phonics in general is provided to
students who need support with reading and spelling. Since phonics is focused on
developing literacy skills, it ultimately prepares students for college and career readiness.
Literacy is an essential skill in the 21st century, and this unit is a stepping-stone in order
for students to become more fluent and successful readers.
Common Core Standards:
Day 1:
College Career Readiness Anchors:

Reading

Key Ideas and Details

CCSS.ELA-Literacy.CCRA.R.3 Analyze how and why individuals,

events, or ideas develop and interact over the course of a text.

Language

Conventions of Standard English

CCSS.ELA-Literacy.CCRA.L.1 Demonstrate command of the

conventions of standard English grammar and usage when writing or
speaking.

Knowledge of Language

CCSS.ELA-Literacy.CCRA.L.3 Apply knowledge of language to

understand how language functions in different contexts, to make effective
choices for meaning or style, and to comprehend more fully when reading
or listening.

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English Language Arts Common Core Standards

Reading: Foundational Skills

Phonics and Word Recognition

CCSS.ELA-Literacy.RF.3.3 (grade 3): Know and apply gradelevel phonics and word analysis skills in decoding words.

Fluency

CCSS.ELA-Literacy.RF.3.4 (grade 3): Read with sufficient

accuracy and fluency to support comprehension.

Language

Conventions of Standard English

CCSS.ELA-Literacy.L.3.2 (grade 3): Demonstrate command of

the conventions of standard English capitalization, punctuation,
and spelling when writing.

Day 2:
College Career Readiness Anchors

Language

Conventions of Standard English

CCSS.ELA-Literacy.CCRA.L.1 Demonstrate command of the

conventions of standard English grammar and usage when writing or
speaking.

Knowledge of Language

CCSS.ELA-Literacy.CCRA.L.3 Apply knowledge of language to

understand how language functions in different contexts, to make effective

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choices for meaning or style, and to comprehend more fully when reading
or listening.

Vocabulary Acquisition and Use

CCSS.ELA-Literacy.CCRA.L.4 Determine or clarify the meaning of

unknown and multiple-meaning words and phrases by using context clues,
analyzing meaningful word parts, and consulting general and specialized
reference materials, as appropriate.

English Language Arts Standards:

Reading: Foundational Skills

Phonics and Word Recognition

CCSS.ELA-Literacy.RF.3.3 (grade 3): Know and apply grade-level

phonics and word analysis skills in decoding words.

Fluency

CCSS.ELA-Literacy.RF.3.4 (grade 3): Read with sufficient accuracy and

fluency to support comprehension.

Reading: Literature

Key Ideas and Details

CCSS.ELA-Literacy.RL.3.1 (grade 3): Ask and answer questions to

demonstrate understanding of a text, referring explicitly to the text as the
basis for the answers.

Craft and Structure

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CCSS.ELA-Literacy.RL.3.4 (grade 3): Determine the meaning of words

and phrases as they are used in a text, distinguishing literal from nonliteral
language.

Language

Knowledge of Language

CCSS.ELA-Literacy.L.3.3 (grade 3): Use knowledge of language and its conventions

when writing, speaking, reading, or listening.

Day 3:
College Career Readiness Anchors:

Reading

Key Ideas and Details

CCSS.ELA-Literacy.CCRA.R.3 Analyze how and why individuals,

events, or ideas develop and interact over the course of a text.

Language

Conventions of Standard English

CCSS.ELA-Literacy.CCRA.L.1 Demonstrate command of the

conventions of standard English grammar and usage when writing or
speaking.

Vocabulary Acquisition and Use

CCSS.ELA-Literacy.CCRA.L.4 Determine or clarify the meaning of

unknown and multiple-meaning words and phrases by using context clues,

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analyzing meaningful word parts, and consulting general and specialized

reference materials, as appropriate.
English Language Arts Common Core Standards

Reading: Foundational Skills

Phonics and Word Recognition

CCSS.ELA-Literacy.RF.3.3 (grade 3): Know and apply grade-level

phonics and word analysis skills in decoding words.

Fluency

CCSS.ELA-Literacy.RF.3.4 (grade 3): Read with sufficient accuracy and

fluency to support comprehension.

Language

Knowledge of Language

CCSS.ELA-Literacy.L.3.3 (grade 3): Use knowledge of language and its

conventions when writing, speaking, reading, or listening.

Learning Objectives :
Day 1: Students will explore the sound and spelling differences between the long and
short vowel sounds of the letter o in order to enhance their spelling and reading fluency.
(Kid Friendly Terms: Today we will explore the sound and spelling differences with the
letter o to become better readers)

Day 2: Students will build their reading fluency with connected text and improve their
spelling abilities of sight words and words containing the long o digraph. (Kid Friendly
Terms: Today we will spell some words and read a story using our long o decoding
skill)

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Day 3: Students will practice reading and spelling single and multisyllabic words
containing the long o digraph. (Kid Friendly Terms: Today we will practice reading and
spelling short and long words using the long o digraph)

Day 4: In small groups, students will collaborate to create long o digraph posters with
the spelling pattern, word example, picture and syllable rule to share with the class.(Kid
Friendly Terms: Today we will work in groups to create a poster about the long o
digraph to review the different spelling possibilities

Day 5: Students will review the long o digraph in small group station rotation through
repeated reading, in order to prepare for the summative assessment. (Kid Friendly Terms:
Today we will review the long o digraph in small group stations to prepare us for our
assessment)

Part B: Assessment Plan

The learning goal of this unit is for students to be able to read words containing the
long o digraph. The assessment measures their abilities to apply the acquired phonics
skill to a list of words.
The summative unit assessment has been created and supplemented by the Spiral-Up
Phonics Program. The pre and post assessments are the exact same in order to validly
measure student growth. The assessment consists of 10 single and multisyllabic words
containing the long o digraph. The student must read the words aloud. The words are
throat, flown, foe, below, foamy, rowboat, elbow, toasted, willow, and soak. The words
are enlarged and written on a separate paper for students to read, while the examiner
marks their responses on the designated scoring sheet. The word list is given as a pre-

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assessment to each student before the lesson is taught in order to gauge student need and
help inform instruction. The word list is also used as the post-assessment to measure
student growth. Some of the listed words will be practiced in the unit and several of the
words have not in order to gauge their ability to apply the phonics skill.
The assessments are given to students individually. The assessed student is presented
with the enlarged word list and asked to read each word aloud. The teacher holds up a
note card indicating which word the student should read. Many of the students in the
group have short attention spans, and struggle focusing on one task. The note card
therefore helps them focus on the given word at the given time. The student is either able
to read the word correctly, and given a point, or the student is unable to identify the word
and is therefore not given a point. The number of words the read correctly will be divided
by the number of total words assessed (10) in order to yield a percent. The percent earned
from the pre-test will be compared to the posttest in order to measure student growth.
Formative assessments are conducted throughout the unit. The first activity of day 1
requires all students to spell the long o digraph words that I tell them, with the letter cards
they have in front of them. I am able to assess each of them by their ability to spell each
word by glancing around the room at each students sentence strip spelling. In this unit,
students were also asked questions in an every pupil response manner, to ensure
participation from each student, and reduce problematic/off-task behaviors. The teacher
conducts every pupil responses by having students use their thumbs to agree or disagree
with an answer one student or the teacher provides. This enables the teacher to gauge
which students are catching on to the concept, and which need more instruction. Students
are also asked to read aloud with the teacher in a choral reading. This helps the teacher

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determine which students have a stronger understanding of the long o digraph as well as
their reading fluency. Students are then asked comprehension questions in which the
teacher asks everyone to raise their hand when they have an idea. This helps the teacher
gauge who is focused and engaged, and understanding the reading passages. When
students answer the question aloud, others are asked to show with their thumbs if they
agree or disagree, again showing the teacher who is on track. Some students are able to
apply the skill to separate words, but cannot apply the skill in context. It is important for
the teacher to grasp an understanding of the students abilities and needs in which areas
to inform instruction. Through partner work, group collaboration, and independent work,
all three learning techniques (tactile, auditory and visual) were implemented in order to
enhance engagement and multiple means of representation for the lesson. The goal of the
lesson is for students to be able to decode long o digraph words out of context, the
summative assessment aligning to it, but it is also necessary for students to be able to
read the word in context. This skill was not summatively assessed, seeing as though it
was not our goal written in the Spiral-Up Phonics Program. Thinking through the
program, assessing a students ability to read long o digraph words fluently without also
assessing their overall fluency is impossible. Therefore, in order to isolate the skill we
need assessed, we use the word list. That being said however, I was able to formatively
assess their abilities throughout teaching by using the reading passages.

Part C: Instruction
See UDL Exchange Lessons:
Unit 5 Phonics Day 1, Unit 5 Phonics Day 2, Unit 5 Phonics Day 3

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Part D: Analysis & Instructional Decision Making

Chart 2: Student Progress

Student

Documented Needs

Pre-Assessment

Post-Assessment

Date: 3-20-2015

Date: 3-30-15

Student improvement

(_/10)

(_/10)

(Summative Assessment)

Student A

ELL

80%

100%

+ 20%

Student E

IEP

30%

70%

+ 40%

Student J

ELL

0%

10%

+ 10%

Student K

Glasses

40%

100%

+ 60%

Student L

Homeless

Absent

80%

N/A

Student M

_________

60%

100%

+ 40%

Student P

Glasses

Absent

Absent

N/A

Student R

IEP, Glasses

Absent

30%

N/A

Student S

________

50%

100%

+ 50%

Student T

IEP, BIP

40%

80%

+ 40%

Student V

IEP, BIP

10%

N/A

N/A

Student X

________

70%

100%

+ 30%

Student Y

Glasses,

60%

90%

+ 30%

Homeless

Analyzing the data in chart 2, each student improved his or her scores from the preassessment to the post-assessment. None of the students who were consistently present
for instruction scored below a 70% on the post assessment. I was unable to measure three

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of the thirteen students learning growth due to absences for either the pre or post
assessment. Student P was absent for nearly the entire unit, including both pre and post
assessment days. Student V was unable to complete the post assessment due to behavioral
complications requiring him to be removed from the room. Student R was absent for the
majority of the unit because of a family tragedy. He was also not wearing the prescribed
glasses he needed. From the little instruction he absorbed, and despite his rapid eye
movements, he scored 30% on the post assessment, showing that he does have a small
understanding of the concept, but we were unable to accurately measure his growth. On
the other hand, Student J was able to complete both the pre and post assessments, and she
was consistently present for instruction, but she did not improve her score dramatically
due to her language barrier. Student J is an ELL and has very limited oral and written
language skills and is unable to read or speak in clear conventional sentences. She does
have a solid foundation in the letters of the alphabet, but lacks the connection between the
letters and their sounds. She has been experiencing difficulty adapting to this new culture
and language, and it is notable that she did make progress, despite the low amount.
Over half of the remaining 9 students earned 100%, on the post-assessment, proving
their growth and complete understanding of the concept. Student A, my GT ELL student,
went from scoring an 80% on the pre-assessment, to a 100% on the post assessment,
increasing his score by 20%. Throughout teaching, I encouraged Student A to continue to
challenge himself by assigning him enrichment work when he was finished with the
provided assignments. Having an understanding with Student A, and providing him with
positive feedback boosted his self-esteem, making him eager to participate in class.
Usually Student A refuses to participate in any classroom activity, and I suspect this is

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due to the fact that they are too easy, and he feels as though the teachers do not see and
appreciate him for who he is. By assigning Student A with enrichment work enabled him
to feel empowered, encouraging him not only to participate but to also raise his hand to
volunteer, and even assist struggling students.
Student M also received full marks on the post assessment. She went from a 60% to
100% understanding of the concept, raising her score by 40%. Student M does not have
any documented disabilities, accommodations, or needs, but I have noticed inconsistent
behavior, which seems to be reflective of her home life. Some days Student M comes to
phonics with a negative attitude, unwilling to participate, refusing to work with others,
yelling at her classmates, placing her head on her desk, or moaning when work is
assigned. Whenever I noticed Student M was in a bad mood, I would either pull her aside
quickly, or speak with her quietly to ask her how she was doing. I would acknowledge
the fact that she seems unhappy which is unlike her usual self, and offer if she would like
to talk about it. Then I would explain to her that if she did not feel up to active
participation, I would not call on her, but that I still expected her to try her best. Each
time she declined the offer to talk, but seemed to brighten up once I showed her that I
understood, that I cared, and that I was willing to give her a chance to gather her
thoughts. These simple check-ins have allowed us to build a trust, respect, and an overall
positive relationship so during phonics class, she does try her best.
Student S improved significantly, from 50% to 100% understanding, doubling her
score from the pre-assessment. Student S is respectful to instruction and determined to
learn, so her improvement is well earned. I have built a positive relationship with Student
S as well. She is included in a weekly lunch bunch I hold for Student E. During lunch

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bunch we discuss social cues and expectations, what they look like, and how we can
demonstrate our understanding. At the beginning of the semester when I first came to
Halstead, Student S would become easily distracted by other girls in the group, following
their negative lead by easily going off-task and not listening to instruction. One day after
class I decided to pull her aside to discuss her behavior. I said that I noticed lately she has
been a little distracted and that I was worried about her. I asked her if anything was going
on that she wanted to talk about, and then I continued to set the high expectations. I told
her that I have seen her do fantastic in the classroom before and how important it is for
her to try her best every day so she can become a better reader. I also explained to her
that she is a leader. Other girls will follow her lead because they respect her so she should
set a positive example for them to follow. After our discussion, which was shortly before
this unit plan, Student S became focused, responsible, and a true leader like I knew she
could be. I often saw Student S helping other students around her who were having
difficulty with the concept. Student S participated actively and put forth 100% effort each
lesson.
Student X raised his score too, from getting a 70% on the pre-test to earning100% on
the post-assessment. Student Xs behavior can be problematic but rarely disruptive to
others. Many teachers have difficulty motivating him to complete assignments, stay on
task, and look excited. He usually looks disappointed and un-amused by any instruction.
When he would drag his feet slowly making his way to phonics, I would whisper to him
quietly where we were going to be and that I would like for him to join us. I never made a
big deal about his slow pace, and when he did join us, I simply walked over to him to
hand him the necessary materials and catch him up briefly on our activity. Sometimes

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Student X did not want to participate, starring blankly at me, waiting for the next thing. I
always told him that the activity assigned is what he needs to be doing and that he needs
to participate because I know he is capable. Trouble from his home life has been carrying
over to his mood in school and negatively impacting him in every direction. Many of the
teachers do not realize that his negative behaviors should not be taken personally, and
they often punish him quickly. I try my best each day to engage him, but do not threaten a
severe punishment. His punishment would be not learning, not succeeding, and I tell him
that he should care about his future. He does respond well to that message, but is too
often misunderstood which then makes him keep his challenging behavior. The special
educator and the AA are constantly on his case, threatening to call home if he does not do
his work. This angers him greatly, but is sometimes effective. Some days they call the
behavior interventionist to make threats, which usually just seems to disrupt the flow of
class, hinder my relationship with the student, and at the end of the day, it really isnt
accomplishing anything. I am more of a believer in positive reinforcement. I find that to
be the most effective in manipulating his, and every students behavior. I make a big deal
about student success, participation, and respect. I also believe engagement is the best
classroom management. I have noticed that when I have activities that use manipulatives,
Student X is hesitant at first, but often participates. These manipulative options allow him
to stay quiet yet demands his engagement. This strategy has enhanced his learning due to
the fact that does not prefer to communicate orally.
The first day of the unit, Student K came in without her spectacles and claimed that
they were broken. She did not wear her glasses any day during unit instruction. Student K
is usually engaged, responsive, and respectful. I suspect her uncharacteristic behaviors of

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distraction, and disrespect were due to the fact that she was unable to see and therefore
unable to properly participate. Even when I enlarged the print and allowed her to come
closer to the board to view material, she would squint and say she had no idea. I also
made sure to seat her close to my proximity so she was able to see things closely, I could
discretely monitor her behavior, and by having the teacher close by, she would be more
apt to stay on task, even just through listening. The only thing we are able to change in
life is ourselves. I adapted to the given situation, accepted it for what it was and the fact
that her not having her glasses was something out of my control. Despite the obvious
obstacle, we overcame it together, raising her score from a 40% on the pre-assessment to
an amazing 100% on the post assessment. She is proof of hard work, determination, and
the reasoning behind UDL. Every student CAN learn, despite the obstacles in which may
be thrown their way. It is up to their teacher to adapt to that given situation and create a
learning environment that suits the student best.
One student earned a 90%, two students earned an 80%, and the remaining student
earned a 70% on the post-assessment. Student Y scored a 60% on the pre-assessment and
earned a 90% on the post-assessment. He has been experiencing severe difficulties at
home, becoming homeless and other family stressors, which I noticed to impact his
performance. The first day of the unit I noticed how off-task, hyperactive, irritable, and
rude he was. I reminded him several times during class what the expectations were, but
he seemed pre-occupied. After class I spoke with him to let him know the standards I set
for him are very high because he is very bright, and a leader in the group. The special
educator also pulled him aside to explain how we look to him to help guide the group
since he often grasps onto concepts quickly. The motivational pep talk was effective, but

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I noticed he needed constant positive reminders. I also made a point to talk to him during
recess that day. I asked him about his new pencil collection, and we were able to bond
over that. I told him how cool I thought it was, but was worried he might lose them by
carrying all 20 around with him. I told him I had a Ziploc bag he could have so they
would all be in one place. My interest in his pencil collection meant the world to him.
Every time I saw him he smiled and had something positive to tell me. He still had a
difficult time staying in line, and remaining on-task 100% of the time in all classes, but I
believe you have to pick your battles. If Student Y needed to hold a bag of pencils in
order to feel safe, so be it. If he needed to walk slightly out of line in order to be noticed,
then fine. I didnt want to waste our time or focus our energy on something that was so
irrelevant. Unfortunately, the AA and other teachers do not understand the issues he is
experiencing, and are quick to reprimand him for any uncharacteristic behavior. This is
causing him to become withdrawn, depressed, and angry. After being chastised for
something harmless, he often refuses to participate in class instruction. I agree his
behaviors are uncharacteristic and need to change, but I dont believe yelling at him is
accomplishing anything. Again, you must build relationships first, which is what I have
been trying to do and I believe that because Student Y and I built a relationship, he was
able to increase his score.
Student T doubled his score from a 40% on the pre-test, to an 80% on the post-test. He
often has trouble managing his own behavior, but innocently enough that he doesnt
realize he distracts others. Most of his behaviors occur when he is listening, but
sometimes stares blankly. Student T is also easily distracted by other students. He gets
upset easily and is constantly trying to tell me who said what. I do my best to encourage

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him to only worry about himself, monitor his own behaviors, because otherwise, other
students will get him in trouble. Student T responds well to positive feedback and is eager
to participate. He is very sensitive and will not cooperate if he feels as though he is not
valued, so it is important to constantly speak to him on positive terms. Positive feedback
was constantly given to him and I always assigned him to sit close to me so I could
discretely monitor his behavior. He responded well to subtle on-task reminders, and was
very responsive with the manipulatives and visuals.
Student L was absent the day of the pre-assessment so we were unable to track her
growth. She was still assessed with the post-assessment at the end of the unit and she
scored an 80%, which is one of the highest scores she has ever received on a phonics test.
Even though she did lie her head down a few times, and would sometimes start drawing,
disrupting her neighbors, and becoming off task, I would quietly walk over to her, tap her
shoulder. This little reminder was sometimes effective, but sometimes I had to take her
materials away or remind her verbally what the expectations are. I never reprimanded her
in front of the class; I tired to always be discrete because Student L is especially selfconscious due to her recent displacement. She is often tired and off task because she
barely sleeps at night, and rarely eats outside of school. I have built a relationship with
her at bus duty and discussed her sleepiness. I explained to her that I understood how
tired brains cannot think, so if she was very particularly terrible one day she should pull
me aside and let me know before instruction, that way I would know not to call on her or
keep telling her to sit up. She enjoys positive attention and thrives in leadership positions,
but is also caught up in social status. When assigned to be the line leader one day, hoping
this sense of power would boost her self-esteem, she immediately started bossing other

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students around, pretending that she was the teacher. I told her that giving orders was not
her job. Her job was to lead by positive example so that others could look up to her, and
improve their behavior. She then understood, acting as if she was unaware of the social
implications. Often Student L needs social cue reminders of the expectations of behavior,
and when I provided her with those throughout the unit she did respond positively. The
manipulatives and visuals also helped to keep her engaged.
Student E scored the 70%, being the only student to perform lower than a B average
without a valid explanation of absence or behavioral intervention. That being said,
Student E is also the only student with severe hyperactivity. Due to this an OT
accommodation known as a hokey-stool, was implemented at the beginning of this
lesson. I decided to try this device to keep her body busy but mind focused. It seemed to
be the most effective tool in controlling her impulses and rapid movements, allowing her
to twist and fidget while remaining seated. As for the assessment, when originally
presented the post-assessment, she scored a 20%, which was 10% lower than her preassessment score. I reviewed the scores with her and explained why it should be
impossible for her to score worse than how she started. She should have at least scored
the same as she did the first time because nothing we did should have made her forget the
skill. I gave her a motivational speech, encouraging her to focus, and try her best in order
to prove her intelligence. With patience, persistence and continuous positive
reinforcement, Student E was given the exam once again and proved her learning growth,
now scoring a 70%. It is remarkable that Student E was able to learn so much this unit,
increasing her score by 40%, because on average, her lack of attention significantly
interferes with her performance. Student E is on the kindergarten reading level, and has

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an extreme difficulty remaining on task. Her drastic growth is proof that patience, second
chances, and motivational pep talks are effective in the classroom!

Part E: Reflection & Self Evaluation

After teaching this unit I truly realized the importance of consistency and structure.
All of my students have a difficult time adjusting to change, and each of them need
clearly defined expectations in order to experience success. My goal as their teacher is to
provide them with structure in an established, risk-free environment. Now I have been
able to set up my own classroom in the shared office I use. It is a tight space for 13 kids,
but each student is able to have their own seat, and work at a table. I am also able to
rearrange the room, set up materials, and easily prepare for each lesson. The students
have been very receptive to this new learning environment. We are still establishing class
rules and expectations, learning the routines, and working on our classroom management,
but so far there has been a tremendous improvement in participation, attention, and
collaboration.
Student teaching at Halstead has been a challenge for a multitude of reasons.
Teaching phonics has been a constant struggle for a variety of reasons. Taking over in the
middle of the year has put everyone in an uncomfortable situation. The students have had
a difficult time transitioning to me as their teacher because there is no designated
classroom, and there was never a structured time to set up expectations. I have done my
best to try to build relationships during group, IEP assessing and progress monitoring,
during co-assist time, as well as morning and afternoon bus duty. I feel as though
relationships are the foundation of learning and I feel like I have not had enough time to

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properly establish them. Most of the Halstead staff is also uncomfortable with me
because they have no had a chance to build trust with me. Its been a major challenge
trying to find my place at Halstead because of all the tension amongst the staff
themselves. Halstead has a wonderful philosophy, but unfortunately, a majority of its
team has forgotten it due to the overwhelming pressures. I am disappointed that I was
unable to begin the year with the staff and students because then I would have been able
to adjust the same time everyone else was. I would have had time to build relationships
and help create a positive community. I would have also been able to get a better sense
for the school culture, philosophy, and reality before everyone else formed their own
opinions
The classroom environment plays a key role in this principle. Because our phonics
group never had an established classroom, all of the students and I had a difficult time
adjusting each day. There was never a predictable area for us to learn. Some days we
were in other classrooms, some days we were in the cafeteria. A majority of the students
experience difficulty with change, so not having a consistent learning was essentially
starting off on the wrong foot. Because it took me a long time to feel comfortable with
the staff at Halstead, I had a hard time being myself, using my teacher voice, and
teaching in the way that I believe in. This opportunity to student teach was a wonderful
learning experience for me as a future teacher because it enhanced the true importance of
building relationships within the school community to be able to make an effective
impact. Having to teach and be observed for this unit was also a wonderful opportunity
because it brought me, the students, and the other staff members closer together. After
being formally observed, the mentor teacher, special educator and I agreed that creating a

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set classroom for the students would be of immediate assistance. Together we

collaborated in order to build a classroom out of the office space we share. This semester
was also my first time teaching phonics and following a scripted program. I was not
entirely sure how much wiggle room there was, and I was not entirely sure how
regimented the lessons had to be. I just taught the way the script said, trying to add a few
accommodations here and there. I never received any teaching feedback until this unit
and am so thankful to be finally hearing the constructive criticism I need to be the best I
can be.
Although the lack of a consistent classroom did majorly affect classroom management,
it was not the sole issue. The main problem was both the students and my own
discomfort. It was difficult remaining positive and eager to create interactive lessons,
while I felt as if most of the staff disagreed with my philosophy. Being an intern and not
a first year teacher, has forced me to take a step back. Since I am not a paid employee I
do not feel as though I have the right to speak against the current. I started to at the
beginning of internship, but was quickly shut down by multiple staff members. Finding
your place in somewhere you cant call home is nearly an impossible task. I am taking
this internship as a valuable learning experience for myself, teaching me about the
teaching profession and all its implications beyond the instruction. My goal for the rest
of internship is to face my fears, stand up for what I believe in, and find my teacher voice
at Halstead. Having the right attitude, confidence, and mentor support to back it, will take
me further in this field than staying quiet and blending in.
Building positive relationships and setting high expectations for students are the two
keys to successful teaching. Teachers must establish trust and rapport with all staff and

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students in order to be successful. Once students are comfortable with you, the learning
process may begin. You must build a relationship with your students so they feel
comfortable around you. In the learning process, the students are vulnerable. If they are
uncomfortable, they will not participate or try their best because they are embarrassed of
their weaknesses. This is why I have dedicated time to building rapport with each student,
but learning can only occur when a foundation of consistency has been set in place.
The reason I am an intern at Halstead Academy is because I want to learn. I am aware
that I have not yet reached my fullest potential, and I know I will never stop learning. The
main lesson that I have taken away from this experience is confidence. Using a teacher
voice, being loud, firm, and in control sets the stage for student learning. If you are not
bold, the students will take advantage. And being firm does not mean being rude, it just
means standing your ground. But having courage means being comfortable, and part of
that depends on your relationship with other staff members in the building. It is difficult
to make a difference when you are distressed. I now understand the true importance of
communicating with the staff members and will be better equipped to begin my teaching
career on the right foot next year. Building relationships with not only the people you will
be collaborating with to achieve student success, but also the support staff such as
mentors, custodians, office personnel, counselors and family liaisons is crucial. Education
does not stop with academics. In order for students to be successful in the classroom, they
must have all their basic needs met. Theorist, Abraham Maslow, proved the importance
of being fed, having slept, feeling safe, being loved, and having self-esteem, as being
crucial components in achieving self-actualization, which is where learning can occur. If
students are hungry, tired, bullied, or self-conscious, they will not be fully engaged in the

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lesson therefore inhibiting their ability to learn. The basic needs affect both students and
teachers physically and mentally.
Since this unit, I have turned my shared office space into a phonics classroom for 30
minutes out of the morning. I have communicated with each individual who shares the
space, and despite the way they may have felt towards the situation, none of them felt the
need to object. I have established classroom rules with my students and am in the process
of creating a routine. Starting fresh from spring break will be an opportune time to
remind students of the classroom expectations, the purpose for learning, as well as
introduce an award system in which they are able to earn by the end of each five day unit.
I will also continue to use panda paws for students when I feel as though some
encouragement is needed. I will also assign seats to students after much thought of who
works best with whom.
When I begin next year as a new teacher, my first responsibility will be to connect
with all staff and students in order to build relationships as well as a sense of community.
In my classroom, I must set clear expectations for my students. I will have them involved
in creating both the rules and consequences in order for them to feel empowered, taking
an ownership or an interest in the learning environment. The students will feel
comfortable in the risk-free environment in which we create together. Once I have
established a baseline for managing my classroom, I will be better equipped to become a
successful teacher.
Not having my own classroom, much like my experience at Halstead, is a possibility
for next year, and if I am presented with that challenge again, I will make sure to
communicate with the other staff members in order to find a place to work without

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disrupting other classes. I will make sure to get myself comfortable and situated with the
environment before my students come back to school. I will speak up and ask other
teachers if I need help. I have learned that it is okay to have questions, but its not okay to
continue without asking them. If I am confused or unsure, I will seek advice, having other
teachers come in to watch me and give me feedback. The professional teaching setting is
all about growth. We strive to help our students, but we also strive to enlighten ourselves.
Teaching this unit lesson plan, I was forced to face my fears and am now a more inspired,
courageous, and knowledgeable teacher because of it. There is no limit to knowledge or
wisdom. We can always become better people and it is my goal to do everything I can to
be the most effective teacher I can be.