CWS Part I
TT2: Candidate Work Sample
Teacher’s Name: Tiffany Langston Grade Level: Kindergarten
School: Summerville Elementary School Elementary School Year: 2010
CWS Section I: Unit Topic or Title
Algebra: Students will learn to identify and make ABC patterns.
Standard K-3: The student will demonstrate through the mathematical process an emerging sense of repeating and growing patters and classification based on attributes.
Indicators:
K-3.1 Identify simple growing patterns.
K-3.2 Analyze simple repeating and growing relationships to extend patterns.
K-3.3 Translate simple repeating and growing patterns into rules.
K-3.4 Classify objects according to one or more attributes such as color, size, shape, and
thickness.
CWS Section II: Contextual Factors
Classroom description – Summerville Elementary School (SES) is a large, Title I public elementary school located in the heart of historic Summerville, SC. To qualify as a Title I school, a school typically has around 40% or more of its students that come from families that qualify under the United States Census's definitions as low-income. Summerville Elementary was constructed in 1954. The main building consisted of only 19 classrooms. In 2000, six kindergarten classes were added. They currently serve students in four-year-old child development through fifth grade. During these 55 years, they have only had 4 principals. This school year, teachers were trained on Stephen Covey's 7 Habits of Highly Effective People and they trained the students in the fall. They call this model “The Art of Leadership.” Their goal is to create leaders of self by teaching the skills of self-discipline, self-reliance, and self-confidence. Their staff contains seven National Board Certified teachers. Summerville Elementary is the proud winner of the following awards: National Blue Ribbon, Palmetto's Finest, School of Promise, and Red Carpet Award. The school has many community sponsors that volunteer time and money to the school.
My Kindergarten classroom consists of eleven students, five African American and six Caucasian. The majority of the students come from low-income households, as well as, single-family households. All of the students qualify for free or reduced lunch. The zoning for SES covers areas of low-income housing even though the location of the school is in a middle to upper class area. Most of the students are placed in an after school daycare program because their guardians work late. The cost for afterschool care is reduced due to the income of the students’ families. Many of the students need continuous practice on reading skills at home, but do not receive it because of busy family schedules or lack of parent involvement. My classroom contains one student with autism who has recently begun utilizing the Picture Exchange Communications System (PECS).
A. (Step 1 (I)- Identify Overall Classroom Demands
Classroom Organization (UDL Principles 1, 3, 4, 7, 8, 9)
· The classroom is set up to have an organized look, where everything has its place. There will be one large student table in the center of the room and several smaller round tables so children can work in small groups or, for those who need space if they cannot work around others, a space where they can work alone (Cooper & Kiger, 2009). The room will contain a “quiet” area for reading, equipped with a rug, comfortable chairs, and the classroom library. Next to the quiet reading area, there are several computers because this is quiet work also. There is a dramatic play area containing dress up, kitchen, and blocks on the opposite side of the room since these activities tend to be noisier. The center of the room is where most of the whole group instruction takes place with a large run in front of the Smartboard. The teacher desk is next to a kidney shaped table for small group instruction. The bulletin board is next to the Smartboard. The classroom walls begin relatively bare, but are constantly be rotated with student work throughout the school year. As much natural light as possible is let in through windows. There are several lamps in the room to offset the presence of fluorescent lighting. Adequate lighting promotes effective academic work, discourages unsanitary conditions, and encourages high morale” (Meeks, 2010, p. 34). Bookcases and shelving with materials are placed throughout the room, as necessary.
· Academic and non-academic procedures were established from the beginning of the year. The class has a set schedule that corresponds with specific classroom routines. There is a chart posted illustrating the daily schedule with pictures and text. Any changes to the schedule are announced at the beginning of the day. The students know teacher expectations starting when they first come into the classroom in the morning. Their day is predictable and they know what comes next. I take time to specifically teach the students, step by step, what successful learning behavior looks like (Lemov, 2010).
· This classroom accepts that everyone is different and fosters an environment that encourages education of diversity. Everyone in the classroom is equal and has equal rights. The education of different cultures, races, sexes, and ethnicity is encouraged. Open conversations about misconceptions of differences are encouraged, as well. Students, as well as myself, share and discuss their backgrounds openly. We encourage open dialogue about differences to assist in the promotion of empathy towards those who appear different in order to better educate others (Delpit, 2006).
· Class rules are established beginning the first day of school and enforced throughout the year. This class is considered a family and we treat everyone like a part of our family. I encourage independent conflict resolution and effective communication skills in order to communicate personal feelings. I will only intervene in a conflict if someone becomes hurt or if the situation escalates. We have a classroom agenda where students can write problems they find in the classroom. Once a week a classroom discussion is held to brainstorm solutions to the listed problems in the agenda book. Self-regulation of behavior is encouraged. There is an open door policy in action for students to discuss any problems, concerns, or opinions with me, the teacher.
· Time is used to maximize instructional time. Transitions are often quick and utilize movement to help keep the student vibrant. Fun songs and dances are used to give children a break from rigorous academic lessons.
Classroom Grouping (UDL Principles 8, 9)
· Whole groups are used when teaching, specifically introducing, most skills and lessons. There are set times of the day when students are all together. Most whole group activities take place on the rug in the center of the classroom, in front of the Smartboard.
· Small groups, homogeneous and heterogeneous, are used for group work. Depending on the objective for the lesson, students may be grouped based on ability level or by friends they work best with. Students may work in small groups at tables or on the floor. Students are placed in small groups in order to work together to figure out answers to questions (Miller, 2002).
· Individual instruction is used when students are having difficulty with concepts. Mastery is the goal for all instruction. Individual instruction can take place at any point in the day when I have a chance. This allows for me to help identify and make up gaps in their learning so they can move ahead (Tomlinson, 1999).
· Students may be grouped based on having similar instructional needs or grouped by differing interests and abilities to foster cooperative problem solving and/or peer tutoring (Bursuck & Friend, 2009).
Instructional Materials (UDL Principles 1, 6, 7)
· Textbooks issued according to the school curriculum are used.
· A large, varying supple of manipulatives are used throughout the year. Allowing students to have hands on experiences foster a better understanding of concepts.
· Models that have been created by me are used to illustrate concepts. Students also create their own model in some activities after they have watched me step by step to know the necessary step they need to take to correctly create their model.
· The students and I use technology, such as, computers and the Smartboard on a regular basis. There is also a tape and cd player in the listening center.
· There is also a developmentally and age appropriate selection of books in the classroom library because research confirms that the amount of experience children have with literature correlates with their language development, reading achievement, and quality of writing (McGee & Richgels, 2008).
Instructional Methods (UDL Principles 1, 2, 3, 4, 5, 6)
· Direct instruction is used to introduce and reinforce new concepts. This method provides constant interaction between the students and me. It is always followed by guided practice and independent practice.
· Indirect instruction has the advantage of making the student an active learner. The students have the opportunity to do as I shift to becoming the facilitator. This enhances their creativity and helps to develop problem-solving skills. This allows time for me to pull students for individual and small group instruction, if necessary.
· Scaffolding is used to build on students’ prior knowledge. The new information adds to the prior knowledge and can also modify their prior knowledge. I use visual and language cues, modeling effective strategies, and highlighting the key parts of the task as strategies of scaffolding utilization (Salend, 2011).
· Independent practice is always given after the introduction of a new lesson and after subsequent lesson. This serves a way for students to figure out things on their own and for me to assess their level of understanding.
· Homework is given when necessary. If given, it is kept to a minimum (10 minutes maximum) and the age and level of understanding each child has for the homework topic is taken into consideration. In my opinion, Kindergarten generally does not require homework.
Student Evaluation (UDL Principles 1, 3)
· Testing is performed at the end of units. This serves as a way for me to group students and to check for student understanding. If a student is not performing well on tests, I will remediate the student in order to improve their understanding.
· Grading is on a goal met or goal not met basis. Written or verbal feedback is given to motivate the students, as well as, to give feedback to parents.
· Performance-based assessments are used to assess deep student understanding. Selected response and student self-evaluations are used to assess certain aspects of reasoning (McMillan, 2007).
· A portfolio of student work is collected throughout the entire school year in order to show student progress and improvement (or lack of improvement). I also keep a portfolio for each student of comments about behavior, academic performance, or other observations I notice.
B. Case study student description (I assume the role of Mrs. Penny, Tommy’s teacher)
Tommy Johnson is a 5-year-old boy with autism. He has difficulty communicating with his peers and frequently fails to respond when people speak to him. Tommy never initiates conversations and rarely makes eye contact with other individuals. Periodically, Tommy becomes upset and loses his temper throughout the school day. Tommy is not the only person with autism in his family. His older brother, Matthew, exhibits some signs of autism, including certain repetitive behaviors, difficulty with social skills, and behavioral problems. Despite these barriers, Mathew has been successfully integrated into a general education classroom.
Tommy was placed in a special education class at Summerville Elementary School at the beginning of September. Mrs. Penny, Tommy’s teacher, has been unable to find effective teaching strategies to work with Tommy. He rarely listens to Mrs. Penny and has difficulty interacting with the other students in his class. At home, Mr. and Mrs. Johnson have noticed that Tommy loses his temper more frequently since their move to Springfield last year. They have learned that the methods that helped Matthew change his behavior do not seem to be effective with Tommy. In order to reassess the strategies for working with Tommy, Mrs. Penny scheduled an IEP team meeting.
At the IEP team meeting, Mr. and Mrs. Johnson explained how their son Matthew once had a teacher who used social stories to help decrease Matthew’s anxiety and tantrums during recess. Although the Johnsons were impressed with this strategy, they were unsure whether social stories could help Tommy change his behavior in the classroom. Mrs. Penny agreed that social stories would not be the appropriate approach, since Tommy has not yet developed the appropriate language skills for social stories to be effective. Although Tommy occasionally repeats words from a story, he never seems to understand the story.
Mrs. Penny suggested using Ivar Lovaas’s intensive behavioral treatment as an intervention strategy. The Johnsons had heard of the Lovaas method but expressed some reservations about using this approach with their son. Although the Lovaas method provides intensive one-on-one contact with a therapist, this strategy seemed to provide little interaction with peers. The Johnsons felt that Tommy needed to develop better social skills to relate to other young people. They were primarily concerned with Tommy’s socialization.
The IEP team decided that the primary goal was to help Tommy learn to communicate better. Over the past year, the Johnsons had tried sign language with Tommy, but this strategy did not seem to be any more effective than teaching him direct speech. Tommy was capable of imitating signs, but never initiated signed speech on his own. The Johnsons were also concerned that even if Tommy did learn signs, his peers would not necessarily understand these signs. Imitation strategies also seemed to be relatively ineffective for Tommy. Although Tommy was capable of repeating language, he never did this consistently. He rarely looked at his trainer’s face and usually could not sit still long enough to focus on language skills. The Johnsons also felt that teaching Tommy to communicate by using imitation would take a very long time. They hoped for an approach that would help Tommy communicate better immediately.
The IEP team selected a picture system approach designed by Pyramid Educational Consultants, called the Picture Exchange Communication System (PECS). This approach seemed most appropriate for Tommy because it encourages children to be the communication initiators. PECS concentrates on each child’s interests, instead of forcing a child to focus on objects that do not appeal to him. The Johnsons also liked the idea of using pictures to help Tommy communicate, since both his brothers and his peers would be able to understand these signs. The Johnsons hoped that PECS would allow Jamie, their third son, to have a more important role in communicating with his younger brother. In addition, PECS seemed suitable for Tommy because he would be able to begin using pictures immediately to help him communicate. When the Johnsons learned that PECS did not require an extensive training period, they were ready to begin using PECS with Tommy immediately.
The main goal was for Tommy to begin initiating communication on his own so that he could establish better relationships with his peers and feels less frustrated during daily interactions with other people. Mr. and Mrs. Johnson both decided to receive PECS training. The plan was to have Tommy work initially with a PECS specialist for several days after school, and then to encourage Tommy to use PECS at school during the day and at home at night. During Tommy’s first few training sessions, Mrs. Johnson observed the training so that she would feel more comfortable working with Tommy. Mr. and Mrs. Johnson planned to familiarize their two older sons, Matthew and Jamie with this approach so that they could both begin using PECS with Tommy as well.
The two specialists working with Tommy spent most of the first session determining Tommy’s "likes and dislikes." Before the next session, they made pictures of these desired objects on little squares backed with Velcro. During the next few training sessions, they worked with Tommy on Phase 1 of PECS, which they called the Physical Exchange. Mrs. Johnson watched as one of the specialists, who called herself the communicative partner, tried to attract Tommy’s attention with a cup of water (one of Tommy’s desired objects). When Tommy reached for the cup, the second specialist, the physical prompter, helped Tommy pick up the picture of the cup of water and hand this picture to the communicative partner. When the communicative partner received the picture from Tommy, she gave him the cup and said to him: "Oh, you want the cup." Once Tommy became familiar with this routine, the two specialists switched roles and worked with Tommy in different environments to introduce some variety to the training.
After one week, Tommy was ready for Phase 2 of the training, Expanding Spontaneity. During these sessions, one of the specialists placed herself farther away from Tommy. She encouraged Tommy to move toward her to give her the picture of a desired object (a ball in one session). When Tommy handed her the picture of the ball, she praised him by saying, "Great job, Tommy. You want the ball!" and quickly gave him the ball to play with. At first, the physical prompter helped Tommy move toward the communicative partner. However, over time, the physical prompter was phased out of the training. As Tommy progressed through the training, one of the specialists gave him his own communication book. During each session, the specialist would place one picture with velcro on the outside of the book and wait for Tommy to peel off the picture and hand it to her before giving him the desired object.
Last month, Tommy completed Phase 3 of PECS, called discrimination training. This phase was most difficult for Tommy. He needed to learn to choose between pictures of different objects. At first, the specialist started with one picture of a desired object and one picture of a non-preferred object. When Tommy handed her a picture, she would give him the object he requested. Initially, Tommy had a hard time distinguishing between the two pictures. The specialist made the pictures slightly bigger with brighter colors to enhance the visual components. Eventually Tommy was able to distinguish between the pictures. Presently, Tommy is working on Phase 4 of PECS, Sentence Structure, at home and at Springfield Elementary School. He is learning to use simple sequences of pictures on Velcro sentence strips to make requests.
The Johnsons are very pleased with Tommy’s progress with PECS. Tommy now has a way to communicate with and to request things from other people. The Johnsons feel that their two older sons are beginning to establish better relationships with Tommy. Even Jamie seems to enjoy using the PECS communication book with his younger brother. Mrs. Penny reported that Tommy throws fewer tantrums and seems calmer during the school day. She also noticed that Tommy has started to use the communication book with the other students in his class. Tommy is slowly learning to use some speech with his PECS training. Mrs. Penny feels that she has more time to work with the other children now that she does not have to constantly focus on Tommy’s tantrums. Although Tommy has a long way to go, the Johnsons feel that he has made huge strides with PECS.
The IEP team plans to meet again in another month to discuss Tommy’s progress and to establish new goals for him. In the future, Mrs. Penny hopes to begin implementing the University of North Carolina at Chapel Hill’s TEACCH strategies into her classroom. She already uses several of these classroom strategies, which seem to work well with Tommy. In particular, she has established a very structured environment in her classroom, where Tommy is familiar with his daily routine. Mrs. Penny tries to focus on visual aspects of each lesson when she is working with Tommy, since he has not fully developed his verbal skills. Tommy seems to be most successful when he has to focus on only one topic at a time. Mrs. Penny plans to work collaboratively with the Johnsons to help him continue to develop his social skills and speech.
a. Step 2 (N) – Note Strengths & Needs of each Student (UDL Principles 1 – 7)
Academics:
· (+) Student responds well to visual aids, such as manipulatives, charts and graphs, demonstrations, and observing demonstrations.
· (-) Student does not offer verbal input, feedback, or responses.
· (+) Student can follow simple instructions.
· (-) Student cannot follow instructions or tasks that involve multiple steps/procedures.
· (+) Student remains focused when working on things that hold his interest.
· (-) Student refuses to do some activities and class work.
· (-) Student is easily distracted by noise and visuals (stimulus overload).
· (+/-) Student enjoys individual work.
· (+) Student is very organized.
· (+) Student attends school regularly.
· (-) Student often does not recognize authority.
· (+) Student is very artistic.
· (-) Student does not like to get hands dirty or to be sticky
Social-emotional development:
· (-) Student has frequent outbursts/tantrums.
· (+) Student does not harm others.
· (-) Student does not communicate with peers and minimal communication with teacher. (Recently has been using a communication book)
· (+) Student will stand up for self.
· (-) Student does not like to work with classmates.
· (+) Student will complete work independently.
· (-) Student becomes frustrated easily.
· (+) Student has one classmate that will play with during centers (without verbal communication).
Physical development:
· (+) Student has excellent hearing and normal vision.
· (-) Student has extreme sensitivity to sound.
· (+) Student has excellent motor skills (fine and gross).
· (+) Student has fondness for art class and independent physical education activities.
b. Step 3 (C) - Check for Potential Successes of each Student (UDL Principles 1 – 7)
· Student listens to direct lesson instruction when sitting close to the teacher, where distractions are minimized.
· Student is able to follow classroom rules, routines, and procedures.
· Student is able to follow the classroom schedule that contains pictures of each period of the day.
· Student works well independently.
· Student is becoming able to make to communicate using the newly implemented communication book by pointing at pictures.
· Student is able to complete hands-on activities by imitating demonstrations.
· Student can follow simple instructions independently.
· Student is able to master sequencing and comparison activities.
· Student is very interested in using the computer and Smartboard.
· Student likes to use the listening center.
· Student likes to read independently.
· Student enjoys puzzles and drawing.
c. Step 4 (L) – Look for Potential Problems (Mismatches) (UDL Principles 1 – 7)
· Student struggles with social interaction and communication around peers and adults.
· Student does not like to work in small groups.
· Student is selfish with classroom materials.
· Student does not like to get messy or sticky.
· Student can easily become distracted when over-stimulated by classroom environment and noise. This causes outbursts and tantrums.
· Student refuses to participate in things he is not interested in.
· Student becomes easily frustrated when does not experience success.
C. Add a classroom map depicting an ideal learning environment for your students.
See Attached.
CWS Section III: Unit Plan (Part A) (key element 2.A):
CWS Section III: Unit Plan (Part A) (key element 2.A):
A. Unit outline
Unit Objectives (Key element 2.A) | Correlated Standards/Expectations |
1. The student will identify ABC patterns. | K-3.1 Identify simple growing patterns. |
2. The student will differentiate between correct and incorrect ABC patterns. | K-3.1 Identify simple growing patterns. K-3.2 Analyze simple repeating and growing relationships to extend patterns. |
3. The student will extend ABC. | K-3.2 Analyze simple repeating and growing relationships to extend patterns. K-3.3 Translate simple repeating and growing patterns into rules. |
4. The student will create own ABC pattern. | K-3.2 Analyze simple repeating and growing relationships to extend patterns. K-3.3 Translate simple repeating and growing patterns into rules. |
5. The student will classify objects that are the same according to the same size. | K-3.4 Classify objects according to one or more attributes such as color, size, shape, and thickness. |
6. The student will classify objects that are the same according to the same shape. | K-3.4 Classify objects according to one or more attributes such as color, size, shape, and thickness. |
7. The student will classify objects that are the same according to the same color. | K-3.4 Classify objects according to one or more attributes such as color, size, shape, and thickness. |
8. The student will classify objects that are the same according to the same size, shape, and color. | K-3.4 Classify objects according to one or more attributes such as color, size, shape, and thickness. |
CWS PART II
Math Lesson Plan
Type of Lesson: Direct instruction, guided practice, and differentiated small groups
Standard: K-3.2 Identify repeating patterns
K-3.3 Analyzing simple repeating patterns, focus-ABC.
Objectives: The student will identify and make ABC patterns.
Assessment: The student will create an ABC pattern three times in a row.
Materials: Markers, Crayons, Paper templates, Smartboard and lesson, bear manipulatives
Introduction: Activate prior knowledge by asking, “Who is wearing a pattern on their clothes?” Allow for responses from students and then point out the type of pattern a student is wearing. “Today I will teach you about making, extending, and identifying ABC patterns.”
Procedures:
1. TTW pull up a Smartboard lesson, Patterns of all Kinds, frame 3, 4, and 5 review and extend the AB, ABB, and ABC patterns.
2. TTW call on students that are sitting quietly with their hands raised to come up to the board.
3. Guided Practice: TSW complete Smartboard frames 7-12 by coming up to extend the AB, ABB, and ABC patterns.
4. After all students have had a chance to participate, they will be separated into two differentiated math groups with herself and the teacher assistant. The groups will switch groups after 10 minutes:
Group 1 with Me:
TSW color a minimum of three complete ABC patterns on paper templates.
Group 2 with assistant:
TSW create ABC patterns using bear manipulatives.
(Back to whole group:)
5. TTW ask the student to push in their chairs, put away their materials, and return to the rug.
6. TSW do as instructed and make their way to the rug.
7. Closure: TTW state, “Today we made ABC patterns. Does anyone have any questions?”
8. TSW ask questions if necessary.
9. TTW state, “Thank you for all of your hard work in math today!” “Please place your name tags in the basket when your color is called and line up at the back door for recess.”
Step 5 (U) – Use Information to Brainstorm Adaptations (UDL Principles 1 – 7)
Accommodations for Tommy (case study student)
· Teacher Modeling
· One on one practice with teacher or assistant
· Control noise level of room
· Peer Buddy
· Hands-on activities
Modifications for Tommy (case study student)
· Adapt activities to be easier or harder
· Allow for student choice of manipulatives, space to work, seat, and person to work with.
· Alternate assessment
Step 6 (D) - Decide upon Adaptations (UDL Principles 1 – 7)
· Remind the class to use appropriate noise levels during independent/groups activity.
· Teacher modeling of creating ABC patterns.
· If coloring pattern is too easy, allow Tommy to create additional ABC patterns on templates.
· If coloring pattern is too hard, allow Tommy to only create 1 or 2 sets of an ABC pattern with teacher or another student’s assistance.
· If using bear manipulatives is too easy, allow Tommy to have multiple turns and/or assist other students if he wants.
· If using bear manipulatives is too hard, allow teacher or another student who had grasped the concept of ABC patterns to offer additional assistance.
· Allow Tommy to choose how he wants to represent ABC patterns. For example, allow alternative independent practice by allowing Tommy to go around the room and pick out all of the ABC patterns he notices.
· Allow time for one on one practice with Tommy at another time in the day. For example, at recess have Tommy create or point out ABC patterns using outdoor materials of his choice.
· Allow Tommy to sit in the group, but not close to other students that he is not comfortable around or communicating with. If unsuccessful, allow Tommy to work in a quiet part of the room independently.
· Pair him with a student that he chooses to complete the activity side by side.
· Allow him to use his PECS pictures to communicate with teacher and other students.
· Offer Tommy headphones to tune out distracting sounds.
· Have Tommy point out the ABC pattern while another person orally states “A-B-C. A-B-C…”
Step 7 (E) - Evaluate (case study) student progress (UDL Principles 1 – 7)
To ensure that these accommodations and modifications are effective, I will track their effectiveness by monitoring Tommy’s performance of the task, observe his interactions with teachers and his peers, take notes to see if he is utilizing his PECS pictures to communicate, take anecdotal notes on his behavior, and use a tally chart to keep track of tantrums. His work will be collected and analyzed to ensure that he is mastering concepts. If not, other modifications and accommodations will be brainstormed and implemented. With the utilization of implemented adaptations, Tommy’s work will be kept in a portfolio and each entry will have a date so that progress can be monitored. Tommy will be allowed the opportunity to perform self-assessments on his work using his pictures showing best work, okay work, and poor work, as well as, I understand, I somewhat understand, and I do not understand. This will give me an idea of concepts that need to be reviewed and/or modifications that need to be altered. I will also consult with my assistant, asking specific questions and asking for her observations of Tommy’s work and socializations since the adaptations were implemented. “Evaluating this information will help me decide whether to continue, change, or discontinue an intervention” (Bursuck & Friend, 2009, p.14).
B. CWS Section III, Part B (key elements 3.A and 3.C): Unit Assessment
Pre-assessment:
I will pass out a handout that will assess student understanding of AB and ABB patterns prior to this lesson on ABC patterns. If a student is struggling or needs more practice with AB and ABB patterns, they will be placed in a small group of students and will be given more activities to complete in order to improve those skills before moving on to ABC patterns. The assistant or myself will sit and work with the group as well. If the students do have an understanding of those patterns, then they are ready to move on to the next, more complicated ABC pattern, followed by beginning to classify objects by size, shape, and color.
Post-assessment:
The overall assessment on this unit will encompass all of the work and individual assessments that were completed throughout the course of the unit. At the end of a unit, I will have each student make an ABC pattern using different colored and shaped macaroni noodles by creating a necklace on string. Their correctness will be ensured before the necklace will be tied into a knot and placed around their neck. To check for understanding at the end of the unit pertaining to sorting by size, shape, and color, each student will be asked to find four things out of a treasure chest that are the same color, then the same shape, and, finally, the same size. I will complete this with each student. They will not be offered assistance to ensure that they understand the concept. I will take notes on each student performance.
OMITTED SECTIONS
CWS Section III, Part C (key element 3.B): (moved from above)
After administering the pre-assessment(s), analyze student performance relative to the lesson objectives. 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. Summarize the results of the pre-assessment(s) and describe the implications of these results on instruction (or describe how you can display your results).
This part of the CWS includes the planned assessments (pre-, post-, and other) that will be used to measure student progress and achievement. This section also includes descriptions of any necessary accommodations as well as the evaluation criteria for each student assessment. The (teacher) evaluation criteria for this part of the CWS are found in key elements 3.A. and 3. C.
Assessments (Key element 3.A) | Accommodations (Key element 3.A) | Evaluation Criteria (Key element 3.C) |
Unit Objective 1:Pre-Assessment(s) | ||
Unit Objective 1:Post-Assessment(s) | ||
Unit Objective 1: Other Assessment(s) | ||
Unit Objective 2:Pre-Assessment(s) | ||
Unit Objective 2:Post-Assessment(s) | ||
Unit Objective 2: Other Assessment(s) |
CWS Section IV: Analysis of Student Learning (Key elements 3.B and 3.C)
Once you have completed the unit, analyze all of your assessments and determine your students’ progress relative to the unit objectives. Attach clearly labeled tables, graphs, or charts that depict student performance for the entire class, for one selected subgroup, and for at least two individual students. For each visual representation, provide a descriptive narrative that summarizes your analysis of student progress and achievement. Finally, explain the ways in which you have assigned student grades (or other indicators of student performance), and include a description of the ways in which these results have been recorded as well as how and to whom they have been reported.
CWS Section V: Reflection and Self-Assessment (Key elements 3.B and 2.C)
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 group of students, what, if anything, would you do differently, and why?
CWS Section III, Part D (key elements 2.B):
Activities/Strategies/Materials/Resources (Key element 2.B) | Unit Objective Number(s) |
Calendar shapes that are on calendar (depends on month of the year) | 1. The student will identify ABC patterns. |
Smartboard slide with correct and incorrect ABC patterns | 1. The student will identify ABC patterns. 2. The student will differentiate between correct and incorrect ABC patterns. |
Colored construction paper shapes (shapes depending on season of the year) | 1. The student will identify ABC patterns. 3. The student will extend ABC patterns. |
Cereal Manipulatives (Fruit Loops) | 4. The student will create own ABC pattern. |
Sharpened pencils varying in size (all same color and shape) | 5. The student will classify objects that are the same according to the same size. |
Bear Manipulatives varying in shapes (all same color and size) | 6. The student will classify objects that are the same according to the same shape. |
Mini-erasers varying in colors (all same shape and size) | 7. The student will classify objects that are the same according to the same color. |
Raw beans varying in size, shape, and color. Paper cups, rubber bands, and wax paper to make a shaker with sorted beans. | 8. The student will classify objects that are the same according to the same size, shape, and color. |
References
Bursuck, W. & Friend, M. (2009). Pearson custom education: Inclusion strategies. Boston, MA:
Pearson Custom Publishing.
This textbook is made up to two sections. The first section talks about planning instructions by analyzing classroom and student needs, including how to make reasonable accommodations for students with special needs, the INCLUDE strategy, and effective classroom environments. The second section covers differentiated instruction, including accommodations that can be made for students who do not have necessary preskills, have special needs, and how to involve parents in teaching their children, among other helping techniques for differentiating instruction.
Cooper, J. & Kiger, N. (2009). Literacy: Helping students construct meaning. Boston, MA:
Houghton Mifflin Company.
This textbook’s goal is to instruct teachers how to teach students to read and write. It explains how to develop a comprehensive balanced literacy program, strategies for constructing meaning, stages of beginning literacy through middle school decoding, vocabulary, and meaning, how to help struggling readers, and effective ways to assess and evaluate student literacy.
Delpit, L. (2006). Other people’s children. New York, NY: The New Press.
This book is author, Lisa Delpit’s, opinions and first hand experiences as an educator. The three sections offer her commentary pertaining to the following: skills and other dilemmas of a progressive black educator, lessons from home and beyond, and looking to the future. It offers a multi-cultural view that challenges educators to think outside the box and reevaluate cultural and societal trends and stereotypes that exist in schools.
Heit, P., Meeks, L., & Page, R. (2010). Comprehensive school health educations: Totally
awesome strategies for teaching health. New York, NY: McGraw-Hill.
This text covers health education topics for grades K-12. It prepares teachers to integrate the National Health Education Standards, the six categories of risk behavior identified by the CDC, and the ten content areas of school health. It also contains over 120 teaching strategies to use as lesson plans.
Lemov, D. (2010). Teach like a champion: 49 techniques that puts students on the path to
college. San Francisco, CA: Jossey-Bass.
This guide offers numerous teaching techniques with explanations, scenarios, and dvd demonstrations for each. It covers techniques that are considered the essential techniques, such as, setting high academic expectations, structuring and delivering your lessons, building character and trust, and engaging students in your classroom. It closes by discussing how all teachers can and must be reading teachers and reviewing the fundamentals of teaching decoding, vocabulary development, fluency, and comprehension.
McGee, L. & Richgels, D. (2008). Literacy’s beginnings: Supporting young readers and writers.
Boston, MA: Pearson Education, Inc.
This textbook teaches the five developmental stages that children go through pertaining to reading and writing. It explains each stage by telling what to look for and how to assess children throughout their early developmental years. It also explains how to create literacy rich classrooms, how to support literacy in specific grades, and how to meet the needs of diverse learners.
McMillan, J. (2007). Classroom assessment: Principles and practice for effective standards-
based instruction. Boston, MA: Pearson Education, Inc.
The text teaches teachers different methods for assessment. These methods are integrated with instruction and presented according to when teachers evaluate students (before, during, and after an instructional unit), the learning targets that are measured, and standards emphasized in standardized, statewide testing. There is also emphasis on the nature of learning targets and how different assessments are most appropriate for different targets. For each assessment technique, suggestions for effective practice are presented with examples, case studies, and teacher interviews. .
Miller, D. (2002). Reading with meaning: Teaching comprehension in the primary grades.
Markham, Ontario: Pembroke Publishers Limited.
This book teaches different techniques for modeling thinking, specific examples of modeled strategy lessons for inferring, asking questions, making connections, determining important in text, creating mental images, synthesizing information, and the importance of creating book clubs for children to share their thinking. It also does a great job of explaining how to help children make their thinking visible through oral, written, artistic, and dramatic responses to literature.
Salend, S. (2010). Creating inclusive classrooms: Effective and reflective practices. Boston, MA:
Pearson Education, Inc.
This textbook is the ultimate guide to inclusion and differentiated instruction. It is broken down into four sections, understanding the foundations and fundamentals of inclusion, creating an inclusive environment that supports learning for all students, differentiating instruction for all students, and evaluating individual and programmatic progress. It is accompanied by an online subscription that has chapter notes and links to IRIS that offers case studies, learning activities, and guided and reflective questions that lead to a fuller understanding of the text.
Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of all learners.
Alexandria, VA: Associations for Supervision and Curriculum Development.
This textbook covers every aspect of differentiated instruction. It begins with a definition and the elements of differentiation. From there, it discusses the best learning environments to support differentiated instruction, good instruction techniques, how teachers can work at building differentiated classrooms, numerous instructional strategies, and a summary of how teachers can bring everything together to make it all work in their classroom. It also emphasizes the importance and professional responsibility that teachers have to link elements of professional practice with differentiated instruction.
