unit work sample3

SCHOOL OF EDUCATION – CLAFLIN UNIVERSITY

UNIT WORK SAMPLE GUIDELINES

Successful teacher candidates support learning by designing a Unit Work Sample that employs a range of strategies and builds on each student’s strengths, needs and prior experiences. Through this performance assessment, candidates provide credible evidence of their ability to facilitate learning by meeting the following standards:

The candidate uses multiple assessment strategies and approaches aligned with learning goals to assess student learning before, during and after instruction.

The candidate designs instruction for specific learning goals, student characteristics and needs, and learning contexts.

The candidate uses regular and systematic evaluations of student learning to make instructional decisions.

The candidate uses assessment data to profile student learning and communicate information about student progress and achievement.

The candidate reflects on his or her instruction and student learning in order to improve teaching practice.

The candidate will create a Unit Work Sample to demonstrate its impact on student learning. The attached template, which consists of several components, should be used to fulfill this requirement. Attach samples of student work as an appendix.

Revised Fall 2013 – ACEI/NAEYC 2010 Standards

EDUC 450: PROFESSIONAL CLINICAL PRACTICE

SCHOOL OF EDUCATION – CLAFLIN UNIVERSITY

UNIT WORK SAMPLE TEMPLATE

Candidate: Jessica McCrea Cooperating Teacher: Mrs. Linda Graham Academic Year: 2014

District: Orangeburg Consolidated School District 5 School: Sheridan Elementary Grade Level: 1st

Subject: ELA Dates of unit: February 18 to April 23, 2014

Subject: Social Studies Dates of unit: January 28 to March 21, 2014

Section I: Unit Title and/or Description:

Section II: Description of Students: Describe (1) the number of students, (2) demographics of the students, and (3) any other special features or important information that you included in your Long Range Plan as you described your students.

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


Section III: Contextual Factors: Describe the contextual factors, including the (1) relevant student characteristics from Section II, as well (2) as other factors related to the community, district, school, classroom or students, that are likely to impact instruction and/or student learning with regard to the selected instructional unit. Include a (3) description of the ways in which each of these factors will be taken into consideration during unit planning and instruction.

Section IV: The Unit Plan

Section IV A: Major Unit Objectives – (1) List the unit objectives and (2) indicate the corresponding state standards. (Remember objectives must contain 4 parts: performance, product, conditions and criterion.)

ELA Unit ObjectiveCorrelated

Standards/Expectations

1. The student will distinguish long from short vowel sounds in spoken single-syllable words with 70% accuracy.

RFS.1.2a

Unit ObjectivesCorrelated

Standards/Expectations

2. The student will explain the making and enforcing of laws as a basic function of government with 70% accuracy.

1-2.1


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

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

Section IV B: Unit Plan

Describe your instructional plan – that is, the (1) sequence of steps that you need to follow if your students are to achieve the unit objectives. (2) Describe the key instructional activities, strategies, materials and resources – including instructional technology), and indicate the unit objectives (numbered according to the order in which they are listed in Section IV A) that are addressed.

SUBJECT: English Language Arts

Instructional Plan for the Unit

Activities/Strategies/Materials/ResourcesUnit Objective

Number(s)Sequence of Steps

Anticipatory Set To motivate and get students’ attention, the teacher will show a video clip and students will

sing along with the video clip.Direct

The teacher will define lesson’s vocabulary and model what is expected of the students.

Guided Together the teacher and students will engage in a picture walk, read aloud as a class and

discuss what was read.

Independent Students will complete an activity worksheet on what was taught.

Differentiation Instruction For students who do not understand the material and are presently learning English,

scaffolding, questioning, small group intervention, and visuals and vivid examples will be given to help illustrate the content.

The teacher will read the text pages more than once if needed. For students who have already mastered the content, they will be given a writing prompt

relevant to lesson.Closure

The teacher will review the main objective of the lesson and students will reflect on what they have learned.

Key Instructional Activities Students will complete a picture walk, read relevant text and complete an activity worksheet.

Key Instructional Strategies The teacher will model what is expected of students and differentiate instruction using small

groups, questioning and scaffolding.

Materials Students: pencils, paper, textbook (Reading Street/SS, journal, activity worksheet Teacher: paper, Teacher Edition textbook, internet access, laptop, smart board and a red

pen.

Resources Orangeburg Consolidated School District 5 Curriculum Guide

Unit Objective 1 and 2

Integration of Math The teacher will relate what is being taught to math.

Integration of Science The teacher will relate what is being taught to science.

Integration of SS The teacher will relate what is being taught to social studies.

Integration of the Arts The teacher will relate what is being taught to the arts.

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

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


Reflect on the instructional plans for the units: How does this instructional plan (1) establish a balance between grade-level academic standards and expectations and the needs, abilities and developmental levels of individual students? (2) Discuss the strategies used to teach students on varying levels. (3) Discuss how you designed your instructional plan using students’ characteristics, needs and learning contexts.

To establish a balance between grade-level academic standards and expectations and the needs, abilities and developmental levels of individual students, I used my instructional plans for Objective 1 and 2 to prepare fun, engaging grade level appropriate activities that corresponded with the Orangeburg Consolidate School District 5 curriculum guide. In doing so, I defined useful vocabulary that was needed in each lesson, made sure that I modeled everything that was expected of the students and incorporated activities that were engaging and increased ownership such as student skits and showing relevant video clips.

I instructed all students to repeat information with me and to themselves as a way to help information stick with them. To differentiate instruction for the ELLs and students who need extra assistance, I used vivid examples, slowed speech, scaffolding and modeling strategies and graphic organizers throughout the lesson as well as administered tests in a small group setting. For students who quickly grasped the content, they would be given a relevant supplemental writing prompt or given the opportunity to assist those students who were struggling with the content. The latter strategy is called pair learning.

In planning my instructional plans for Objective 1 and 2, I took great consideration of my students’ demographics such as socioeconomic status, the varying reading level ranges and those students who receive additional assistance from other school personnel (i.e., ESOL teacher/Speech and Resource teacher). While planning, I made sure that to give students all of the materials that they need so parents would not have to worry about purchasing material. For the varying reading levels, I used pair reading, reading aloud and small group reading throughout the lessons. For the students (ELLs) who receive additional assistance from school personnel, I made sure that I re-read assignment directions and items to students and extra time was given to complete assignments if needed.

Section V A: Unit Assessments - List the key unit assessments.

Key Unit Assessments

Type of Assessment(Check one for each assessment)Teacher-Made

(A copy of each teacher made assessment must be

attached to this plan.)

Commercially Available

WorksheetFormal Assessment

☐ x

Weekly Test/QuizFormal Assessment

x ☐

Exit TicketInformal Assessment x

Reflect on the unit assessments: (1) How did you determine that your unit assessments are valid and reliable for all students? (2) How did you use your prior understanding of students’ skills to plan your instruction?

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


Section V B: Assessments – (1) Describe and attach the assessments for each unit objective. (2) Include descriptions of any necessary accommodations. For each assessment, (3) include the evaluation criteria (i.e., describe and/or attach each appropriate scoring rubric, observation checklists, rating scales, item weights and the like). (4) Attachments must be clearly labeled to indicate their relationship to the elements in the table below.

Assessments Accommodations Evaluation Criteria

Unit Objective 1: Pre-Assessment(s)

: Post-Assessment(s)

: Other Assessment(s)

Directions and words will be read to ELLs only.

A= 93-100B= 92-85C= 84-77D= 76-70F= 69-60

Read assessment to class once, then re-read and administered assessment to ELLs in a small group.

A= 93-100B= 92-85C= 84-77D= 76-70F= 69-60

N/A N/A

Unit Objective 2: Pre-Assessment(s)

: Post-Assessment(s)

: Other Assessment(s)

Directions and words will be read to ELLs only.

A= 93-100B= 92-85C= 84-77D= 76-70F= 69-60

Read assessment to class once, then re-read and administered assessment to ELLs in a small group.

A= 93-100B= 92-85C= 84-77D= 76-70F= 69-60

N/A N/A

Section V C: After administering the pre-assessment(s), (1) analyze student performance relative to the unit objectives. (2) Attach one or more clearly labeled tables, graphs, or charts that depict the results of the pre-assessment(s) in a format that allows you to find patterns of student performance relative to each objective. (3) Summarize the results of the pre-assessment(s) and describe the implications of these results on instruction.

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


Pre-Assessment for Objective 1

This pre-assessment instructed students to circle the words with the long e vowel sound. This assessment included 6 words/items. Students were expected to circle 3 words only.

Scoring of Pre-assessment for Objective 1

Pre-Assessment for Objective 2

This pre-assessment instructed students to draw a line to match each word with the correct words or phrases. This assessment has 5 items, each weighing 20 points.


Name__________________________

Circle the words with the long e vowel sound.

1. Read2. Red3. Bead4. Bed5. Stem6. steam

Name____________ Answer Key

Circle the words with the long e vowel sound.

1. Read2. Red3. Bead 4. Bed5. Stem6. Steam

Student only circled the 3 correct answers = A

Student circled more that 3 answers = F

Student circled 3 incorrect answers = F

Name_______________________________________ Date________________________

Directions: Draw a line to math each word with the correct words or phrase.

1. Citizen the capital of the United States

2. Vote city where important leaders live and work

3. Capital a choice that gets counted

4. Columbia a member of a state or country

5. Washington, D.C. the capital of South Carolina

Scoring for Pre-Assessment for Objective 2

Pre-Assessment Results

Objective 1: (RFS.1.2a-The student will distinguish long from short vowel sounds in spoken single-syllable words with 80% accuracy.)

Objective 2: (1-2.1: The student will explain the making and enforcing of laws as a basic function of government with 80% accuracy.)

Student Objective 1 Objective 2S=strength(70%orhigher) W=weakness(below70%)

Score (Letter Grade) Objective 1 Objective 2

1 W W F F2 W W F F3 W W F F4 W W F F5 W W F F6 W W F F7 S S A A


Name_______________________________________ Date________________________ (Answer Key)

Directions: Draw a line to math each word with the correct words or phrase.

1. Citizen the capital of the United States

2. Vote city where important leaders live and work

3. Capital a choice that gets counted

4. Columbia a member of a state or country

5. Washington, D.C. the capital of South Carolina

5 correct= 100 points= A

4 correct= 80 points = C

3 correct = 60 points= F

2 correct= 40 points= F

1 correct= 20 points = F

0 correct= 0 points= F

8 W W F F9 W W F F10 W W F F11 S W A F12 S W A F13 W W F F14 absent absent absent absent15 W W F F16 W W F F17 W W F F18 W W F F19 S W A F20 W S F A21 S W A F22 W S F A23 S W A F24 S W A F

The results of the pre-assessment shows that only 7 students were familiar with the material for Objective 1 and reflected strength, while the remaining 17 students were unfamiliar with the material for objective 1 and reflected a weakness. The pre-assessment results for Objective 2 shows that only 3 students were familiar with the material and reflected strength, while the remaining 21 students were unfamiliar with he material. I believe that the pre-assessment was valid because it was aligned with the standard; but it was not reliable because the students should have some prior knowledge of the material from the previous grade but the majority of the students did not demonstrate that knowledge. This was an implication and I had to plan instruction accordingly. Another implication was the fact that about one third of the class is not reading on reading level, and this reflected in students’ progress when they have to re-read assessments on their own. I had to make sure to incorporate activities within the lesson that helped students remember and make meaning of the content.

Section VI: Analysis of Student Learning)

Once you have completed the unit, analyze all of your assessments and determine your students’ progress relative to the unit objectives. (1) Did the information increase your understanding of individual students’ performance? (2) Attach clearly labeled tables, graphs or charts that depict student performance (strengths and weaknesses) for the entire class, for one selected subgroup and for at least two individual students. For each visual representation, (3) provide a descriptive narrative that summarizes your analysis of student progress and achievement. Finally, (4) explain the ways in which you have assigned student grades (or other indicators of student performance), and what were the overall results? Based on the overall results, (5) did the students gain from this unit all that you expected? Why or why not? (6) Include a description of the ways in which these results have been recorded as well as how and to whom they have been reported.

This information greatly increased my understanding of individual student. This information made me more aware to the fact of how significantly some of the students’ inability to read and comprehend is hindering their success and performance on assessments. This is something that I will strongly work on for the future.

Grades were assigned based on the following grading scale:

These grades were recorded into the PowerTeacher software

and reported to the teacher and parents. Parents have access

to the software to view their child’s grades and progess.


Grading Scale

A= 93-100 B= 92-85

C= 84-77 D= 76-70

F= 69-60

Overall, after the data below was analyzed, I noticed that the majority of the class grades increased for both objectives 1 and 2; however, the students’ increased scores did not reach the 70% or higher goal that was stated in the objectives. Based on these results, I can tell that the students did not gain what I expected them to gain for Objective 1 and 2. This showed that the material for objectives 1 and 2 are still weaknesses (score of 70% or less) for the majority of the class. On the other hand, eight students performance increased from a weakness to a strength and reached the 70% or higher goal for objective 1. I cannot say the same for objective 2.

Pre-Assessment Post-AssessmentStudent S=strength(70%orhigher)

W=weakness(below70%)

Object. 1 Object. 2

Score (Letter Grade)

Object. 1 Object. 2

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

Object. 1 Object. 2


Object. 1 Object. 21 W W F F W W F F2 W W F F S W D F3 W W F F W W F F4 W W F F W W F F5 W W F F W W F F6 W W F F W W F F7 S S A A S S A A8 W W F F W W F F9 W W F F W W F F10 W W F F S W B F11 S W A F S W B F12 S W A F S W B F13 W W F F S W B F14 absent absent absent absent absent ABSENT absent15 W W F F S W B F16 W W F F S W B F17 W W F F S W B F18 W W F F W W F F19 S W A F S W D F20 W S F A S S A A21 S W A F S W A F22 W S F A S S D A23 S W A F S W B F24 S W A F S W A F

Subgroup: English Language LearnersPre-Assessment Post-Assessment

Student S=strength(70%orhigher) W=weakness(below70%)

Object. 1 Object. 2


Object. 1 Object. 2


Object. 1 Object. 2


Object. 1 Object. 2

1 W W F F W W F F5 W W F F W W F F14 absent absent absent absent absent ABSENT absent16 W W F F S W B F


I have 4 ESOL/ELLs in my classroom, but one was absent for both objective’s pre-assessment and post-assessment (she may have relocated). To accommodate these students, the post-assessment was administered in a small group and the directions were read 3 times. Of the 3 students who completed the pre and post-assessment, one student achieved the 70% or higher goal for objective 1; however, none of the students achieved the 70% of higher goal for objective 2.

Subgroup: Receives Resource and Speech SupportPre-Assessment Post-Assessment

Student S=strength(70%orhigher) W=weakness(below70%)

Object. 1 Object. 2


Object. 1 Object. 2


Object. 1 Object. 2


Object. 1 Object. 2

1 W W F F W W F F

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

Section VII. Reflection and Self-Assessment

(1) Reflect on and describe the relationship between your students’ progress and achievement and your teaching performance. If you were to teach this unit again to the same groups of students, (2) what, if anything, would you do differently, and why? What (3) specific aspects of the instruction need to be modified?

As I reflect on my students’ progress and achievement, I realized that the majority of the students did not meet the 70% or higher goal on both objectives 1 and 2. This was mainly due to the fact that some of the students cannot read (these students have no IEPs, therefore I could not make any drastic accommodations) and they just did not put forth their best effort. As related to my teaching performance, I find it necessary that I focus more time on reading and decoding words with all of the students during instruction because not being able to read is hindering their success. If I taught these objectives to the same students, I would incorporate small group interventions that would give students more decoding assistance during direct instruction in which assessment scores may increase. One modification that I would implement for both Objective 1 and 2 is being focused on decoding words in every aspect of the lesson when possible. I believe that decoding words and being familiar with vocabulary may increase students’ performance.


Appendix 1 Pre-Assessment Objective 1


Appendix 2 Post-Assessment Objective 1


Appendix 3 Pre-Assessment Objective 2


Appendix 4 Post-Assessment Objective 2


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