Task #1 - Contextual Information & Learning Environment ...
|Kansas |
|Performance |
|Teaching |
|Portfolio |
|Template |
Teacher Education and Licensure
Kansas State Department of Education
120 SE 10th Avenue
Topeka, KS 66612-1182
Contact: Nikk Nelson (785) 291-3371
nnelson@
|KPTP Templates |
Note: Text fields and tables can be manipulated as needed to fit responses.
|Task #1 - Contextual Information & Learning Environment Factors |
Narrative 1.1.1 General Contextual Information (limited to 1 page)
Community: I am currently completing my student teaching placement in a small urban section in northeast Pennsylvania that is 1.55 square miles. The community is comprised of 3,543 residents split 49% males and 51% females. The resident population is divided as follows: 61.7% Caucasian, 35.4% Hispanic, 1.3% African American, 0.3% Asian, and 1.3% other. The median resident age is 35.9 years of age. The median household income is $33,512 with the majority of the residents working in the manufacturing industry (41%). The median house value is $100,578 and the median rent is $671. The community is self-sufficient in that it owns and operates its own fire, police, and ambulance departments. The community is governed by a borough mayor and council that holds monthly public meetings and encourages public opinion and comments.
District: The district I am student teaching in spans throughout 3 counties encompassing over 255 miles. The district is comprised of 12 individual schools – one high school, one 9th grade building, one magnet school and nine elementary/middle school buildings – that house grades pre-kindergarten through twelfth grade. There are approximately 10,500 students and 700 teachers. Of the 10,500 students, 61.6% are white, 34.5% are Hispanic, 2.1% are African American, and 1.8% are other nationalities. 12.8% of the students qualify for and receive special education services and supports and 10.5% are English Language Learners. Only one school made adequate yearly progress (AYP), four received a warning, two were categorized as School Improvement I, one was on Corrective Action I, two were on Corrective Action II, and two were not open during the last assessment.
School: The school I am student teaching in has a population of 1000 students (117 kindergartens, 114 first graders, 91 second graders, 106 third graders, 124 fourth graders, 120 fifth graders, 112 sixth graders, 108 seventh graders and 108 eighth graders) and 65 teachers. Of those 1000 students, 54% are Hispanic, 43% are white, and 3% are African American. The student population is split 53% males and 47% females. The school did not meet AYP in the 2012-2013 school year.
School Requirements: The school I am student teaching in follows the curriculum adopted by the school district it is housed in. The curriculum places a high focus on English Language Arts and Mathematics. The school and district are in the process of training the teachers on the Common Core Standards which will be fully incorporated in the 2014-2015 school year. Currently the district uses various standardized tests to assess students including state standardized tests and DIBELS (Dynamic Indicators of Basic Early Literacy Skills). The district also uses standardized testing and associated rubrics to assess skills and concepts in kindergarten to determine grades for quarterly report cards. All grade levels throughout the district follow the same daily schedule with regards to time periods, using a nine period set-up.
Table 1.2.1. Class Contextual Information (limited to 1 page)
|Grade level __K__ Content area (e.g., mathematics) __Math______ Topic (e.g., geometry)___Money_______ |
|Age range of students ___5-6 years old_________ Number of male students _____15____ |
|Total number of students ____27______ Number of female students ___12_____ |
|Percentage of students receiving free lunch ____0____ Percentage of students receiving reduced lunch___60%_______ |
|[if free/reduced lunch information not available for class, provide school percentages] |
|Area in which students live (check all that apply) Urban __X__ Suburban ______ Rural ______ |
|Ethnicity of students (give numbers) |___1__ African American or Black __15__ Hispanic or Latino |
| |___0__ Native American/Alaskan Native _ 11__ White |
| |___0__ Asian or Pacific Islander ____0___ Other (specify) __________ |
|Language proficiency of students (give numbers) |___25___ Fluent English Proficient ___2___ English Language Learners |
|Identified special needs categories represented (give |_______ Specific Learning Disability _______ Speech/Language Impaired |
|numbers) |_______ Hard of Hearing _______ Visually Impaired |
|None are identified at this point. |_______ Deaf _______ Orthopedically Impaired |
| |_______ Deaf-Blind _______ Emotionally Disturbed |
| |_______ Other Health Impaired _______ Autism |
| |_______ Multiple Disabilities _______ Intellectually Disabled |
| |_______ Brain Injury _______Gifted |
| |_______ Established Medical Disability (0-5 yrs) _______ Developmentally Delayed (0-10 yrs) |
| | |
| |_______ At risk for developmental disabilities _______ Other (Specify)________________ |
|Subgroup Selected (describe the group): The classroom I student teach in is arranged in group seating with four groups. The subgroup I selected is the students that are seated in group 4 and are |
|progressing under benchmark in one or more key areas. The subgroup consists of six students. |
|Rationale for Selection: I selected this group to determine if there is a correlation between the seating arrangement and academic achievement. Four of these students are from Hispanic origin – two |
|(twins) are from a large low-income family and are rarely prepared for class; one comes from a Spanish-only speaking family and has been referred for evaluation; and one comes from a supportive |
|family. The other two children in the group are white – one (the youngest child in the class, turned 5 in August) has recently been referred for retention and one has trouble keeping quiet and |
|settled during class. |
Table 1.2.2 Student Characteristics and Implications for Instruction (limited to 1 page)
|e |Specific Descriptions |Specific Implications For Instruction |
| |Indicate whether this was for the |Whole Class (W) and Subgroup (S) |
| |Whole Class (W) and Subgroup (S) | |
|Intellectual Characteristics |W: As a whole class, all but one |S: The students in the subgroup vary |W: Whole group direct instruction is the|S: Each student in this group is part |
|- Including readiness, cognitive abilities, |student demonstrates readiness for |in their readiness – five of the |predominant form of instruction in the |of one or more pull-out intervention |
|learning needs, developmental levels, etc. |kindergarten. The class varies in |students have the skills necessary for |classroom. For the students that need |groups where a teacher or |
| |levels of abilities – ranging from |kindergarten, one does not. The group |additional reinforcement on particular |interventionist works with small groups |
| |above benchmark to significantly below |varies in their cognitive abilities |skills and concepts, small pull-out |of students to reteach or reinforce a |
| |benchmark. The learning needs of the |ranging between strategic, |intervention groups are created based on |particular skill/concept. |
| |whole class vary slightly – some |intervention, and benchmark. Each |needs. | |
| |students require small group |student in the group requires | | |
| |reinforcement of skills/concepts taught|additional assistance and is part of a | | |
| |(intervention groups). Developmentally|pull-out intervention group to reteach | | |
| |most of the students are on the same |or reinforce a skill or concept. Out | | |
| |level, with only one who is behind. |of the six students in the group, one | | |
| | |is developmentally behind. | | |
|Previously demonstrated academic performance/|W: As a whole class, roughly half |S: The students in the subgroup are |W: The instruction is whole class direct|S: The subgroup is part of the whole |
|ability: |(52%) are at benchmark or meets the |all below standard in academic |instruction with an aide assisting the |class direct instruction with an aide |
|% Above standard _26%___ |standards, while the other half of the |performance. |students who are below standard during |sitting in their group to assist them |
|% Meets standard _52%___ |class is split between being above | |the lesson and an interventionist working|during instruction. These students work|
|% Below standard _22%___ |standard (26%) and below standard | |with these students after the lesson has |with an interventionist after whole |
| |(22%). | |been taught. |group instruction to further develop |
| | | | |their understanding of the lesson. |
|Social Characteristics |W: The students are all on similar |S: The students in the subgroup are |W: As part of the school curriculum, a |S: The subgroup participates in the |
|- Including emotional, attitudinal, |emotional levels with each student |similar in emotional level to that of |“Know Bullying” lesson is implemented |weekly “Know Bullying” lesson. Three |
|motivational, etc. |possessing the capabilities to control |the whole class. Four of the students |once a week. This lesson reinforces |students in this group lack motivation |
| |their emotions and express them |in the subgroup display positive |appropriate behavior including how to |despite various teacher strategies and |
| |appropriately. The attitudes of the |attitudes while two possess negative |handle and express emotions in a |motivators. These students generally |
| |students vary – the majority of the |attitudes. Most of the students in the|positive, healthy manner. Motivation in |exhibit appropriate behavior and receive|
| |students are positive and pleasant. A |subgroup are motivated by teacher |the form of incentive is explained prior |a stamp at the end of each day. |
| |small minority of the students have |rewards, with the exception of three |to the start of the lesson giving the | |
| |negative attitudes. The majority of |students who do not show any motivation|student something to work towards. The | |
| |the students are motivated by teacher |to learn at all. |students receive incentive (stamp on card| |
| |praise and incentive (stickers, | |– 10 stamps equal a prize from the prize | |
| |rewards, smiley faces, and gold stars).| |box) at the end of each day if their | |
| | | |behavior was appropriate throughout the | |
| | | |day. | |
|Personal Characteristics |W: The majority of the students are of|S: The six students in the subgroup |W: The lessons are taught based on the |S: These students typically need |
|- Including physical, social, individual |average height and weight for their age|are all of average height and weight |needs and abilities of the students – |additional assistance with new concepts.|
|experiences, talents, language, culture, |group with the exception of a few |for their age – four are from Hispanic |small group instruction, differentiated |Differentiated instruction methods are |
|family and community values, etc. |children – 2 males and 1 female are |decent and two are white American. All|instruction, and intervention groups are |implemented as well as small group |
| |shorter in statue than the rest of the |six students are males and interact |used to reinforce lessons. Prior to each|instruction. Concrete materials are |
| |class. All of the students are very |well with each other and the rest of |lesson, the objectives are stated in |used as well as additional and different|
| |social and interact well with each |the class. All speak English - one is|student friendly language and the |types of teaching and reinforcing |
| |other. All of the students speak the |a third level ESL student. Four of the|importance and value of the information |activities. The students’ prior |
| |English language – two are third level |students have families who are |is explained, i.e. real world connections|knowledge and family/culture connections|
| |ESL who receive pull-out services to |supportive of their education, two do |and how information will assist student –|are used. |
| |expand their English language skills. |not. The two who do not are twin males|family and community connections are made| |
| |The majority of the class is Hispanic |who come from a large family including |here. The unit covered in my portfolio | |
| |(15 of 27), 11 are white American, and |11 children and appear to be somewhat |will cover the topic of money. Many real| |
| |1 is from African American decent. |neglected – the cooperating teacher, |world connections will be made. All | |
| |With the exception of two students, the|nurse, and school psychologist are |homework assignments are given with the | |
| |rest of the students’ families are |working closely with this family. |materials needed to complete the | |
| |active in their children’s education. | |assignment so that families do not have | |
| |Several of the students take part in | |to contribute any materials or | |
| |school related and community related | |out-of-pocket expenses. | |
| |activities after school hours – Little | | | |
| |Chefs, Little League, gymnastics, etc. | | | |
Table 1.3.1 Focus Student Information (limited to 1 page)
| |Describe this student using information |Why was this student selected? |What was learned about this student? Address |Based on this information, what are implications for this |
| |from Table 1.2.1 | |characteristics from Table 1.2.2 |student’s instruction? |
|STUDENT A |Student A is a 5 year old Hispanic male who|This student is performing |Intellectual – Student A is performing below |Based on the information gathered and daily observations |
| |comes from a large family and receives |below benchmark and does not |benchmark in several skill areas in both math and |of Student A, this student requires differentiated |
| |little, if any support from his parents. |respond to varied teacher |reading. Student A is cognitively and |instruction from the daily whole class instructional |
| |He speaks English fluently. He struggles |strategies or pull-out |developmentally ready for kindergarten skills and |methods. Student A needs additional support from the |
| |with academics and never asks for |intervention groups, although |concepts. He demonstrates the ability to learn but |teacher and intervention staff, along with a motivator |
| |assistance when needed, i.e. will sit at |he is qualified to be promoted |appears to lack the support and motivation to |that has meaning for him. Student A is part of two |
| |his desk and stare instead of asking |to first grade next year. His |consistently perform at benchmark. **Student A |pull-out intervention groups for reading concepts (letter |
| |teacher for needed daily materials (glue |parents have missed 3 scheduled|often misses out on incentives (play time, recess) |sounds and segmenting sounds). Student A would benefit |
| |stick, scissors). He is rarely prepared |parent-teacher conferences |because he is not prepared for class and/or does not|from in-class support from an aide or interventionist. |
| |for class (often forgets book bag and |despite all efforts and |have his homework completed. |During whole class instruction, the teacher will stay |
| |communication folder), is often absent, and|concessions made by the | |close by Student A to ensure he is on task and following |
| |falls asleep in class. He never brings |cooperating teacher to | |along with the teacher. Student A would also benefit from|
| |anything for snack, often wears the same |accommodate the parents’ | |being placed next to a higher academic functioning student|
| |soiled clothing several days in a roll, and|schedule. I chose this student| |who will be able to assist him with the material. |
| |is never properly dressed for the weather. |because he will be promoted to | | |
| | |first grade next year and I | | |
| | |would like to determine his | | |
| | |academic strengths and | | |
| | |weaknesses and hypothesize if | | |
| | |his seating placement and lack | | |
| | |of family care and support are | | |
| | |triggering his weaknesses. | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | |Social – Student A is very quiet during class – he | |
| | | |does not act out, but instead shuts down when asked | |
| | | |a question or given verbal instructions. He | |
| | | |displays a very bland personality and gives the | |
| | | |impression that school is not a priority. He lacks | |
| | | |motivation to complete his work both at school and | |
| | | |at home. Student A does interact appropriately with| |
| | | |his peers during lunch. | |
| | | |Personal – Student A is of Hispanic decent and | |
| | | |English is his primary language. He is the second | |
| | | |youngest of 11 children. His parents are still | |
| | | |together, however reside in different houses and the| |
| | | |children are split between two residences. Student | |
| | | |A is under the primary care of his father. On the | |
| | | |rare occasions when Student A has his homework with | |
| | | |him, it is often completed by his older sister. | |
| | | |Student A does not participate in any | |
| | | |extracurricular school or community activities. He | |
| | | |is of average height and weight for his age and has | |
| | | |no known medical or developmental disabilities. | |
|STUDENT B |Student B is the youngest student in the |This student is performing well|Intellectual – Student B is performing well below |Based on the information gathered and daily observations, |
| |class, only turning 5 in August, several |below benchmark and has been |benchmark in all reading and math categories. He is|Student B requires extensive interventions in order to |
| |days prior to the cutoff for kindergarten |referred for retention. |neither cognitively nor developmentally ready for |acquire the foundational skills necessary to be successful|
| |entry. He is the second oldest child of |Student B is currently |the kindergarten curriculum. Student B has |with the kindergarten curriculum implemented in the |
| |four in his family and lives with his |undergoing a child study where |difficulty grasping the basic foundational skills |district. Student B is in all the intervention groups |
| |mother, siblings, grandmother, and uncle |data is being collected to |(letter and number recognition) necessary to be |provided (letter recognition, beginning letter sounds, |
| |(who is only two years older than him). |solidify the retention |successful with the current kindergarten curriculum.|ending letter sounds, blending and segmenting letter |
| |His father is sporadically in his life. He|referral. I chose this student|While Student B displays the eagerness to learn, he |sounds) and works closely with an interventionist. |
| |is from white American decent and speaks |to gather information for the |is currently unable to comprehend and manipulate the|Student B takes part in the whole class direct instruction|
| |English fluently. Student B struggles with|child study and postulate if |concepts and skills. |and then receives additional support in small group |
| |the majority of the reading and math |his academic weaknesses can be | |instruction with the teacher. Student B will also benefit|
| |concepts presented. He appears well cared |contributed to his young age | |from retention in kindergarten next year. |
| |for and is always on time and prepared for |and lack of previous academic | | |
| |class. His homework is always completed |experience (he did not attend | | |
| |and returned. |any type of preschool) or if | | |
| | |another reason is causing his | | |
| | |difficulties. | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | |Social – Student B is very timid and quiet. He is | |
| | | |well behaved. He is motivated by teacher praise and| |
| | | |incentives (stickers and prizes). Student B | |
| | | |displays no emotions (upset, embarrassed, happy, | |
| | | |mad) and appears to not let anything bother him. | |
| | | |Personal – Student B is a white American who speaks | |
| | | |English. He is one of four children (the second | |
| | | |oldest). He is well cared for by his mother and | |
| | | |grandmother. He is always prepared for class and | |
| | | |his mother is actively involved in his education, | |
| | | |regularly attending scheduled parent-teacher | |
| | | |conferences. Student B is of average height and | |
| | | |weight for a child his age and has no identified | |
| | | |medical or developmental disabilities. | |
Narrative 1.4.1 Classroom Learning Environment Implications (limited to 2 pages)
WHOLE CLASS: The classroom I am student teaching in is extremely structured and the students are all completely aware of the daily routine, classroom procedures, and behavior expectations. Coming in to a classroom of this nature, I need to uphold the structure and not allow the students to veer from the daily process. The classroom is arranged in group seating with four groups. The groups are rotated each quarter – for the third quarter the groups are arranged by ability. The cooperating teacher explained that she arranged the groups this way this time to determine what each child knows and to eliminate the below benchmark students from simply imitating the at or above benchmark students’ work. Despite this type of seating arrangement, the at or above benchmark students are still encouraged to assist the below benchmark students with their work as needed. The school rules consist of – always be prepared for class, always use kind words and actions, and always cooperate with others. These rules are consistently enforced within the classroom with each child taking control of their behavior – at the end of each day each child is asked if they deserve a stamp on their “Pawsitivity Card” – the teacher stamps their card based on their choral response (10 stamps receive a prize). Along with the prescribed curriculum of math and reading, independence and manners are a main focus in the classroom. In order to establish a positive learning environment, I need to uphold the current classroom environment and integrate my style of teaching into this well established routine. My rationale for this is that the students will not have to learn new classroom behaviors and will continue to strengthen their positive behaviors allowing for instruction to be priority. Since the students are well behaved overall, I will use reminders and redirection to keep the children on track. I will also use nonverbal cues (standing next to student, glance, walking around the room) to control behavior. During whole class direct instruction, I will walk around the room to ensure all students are on task and following along, but will closely monitor group 4 (below benchmark students). I will plan activities for the students to become fully engaged in the lesson and encourage them to explore the concrete materials associated with the lesson. I will use small groups, learning centers, and differentiated instructional methods to reach every student. The rationale behind this will be to teach the students the material taking into account their individual learning styles. This will also assist me in showing the students that I value them individually and have a ventured interest in their learning, in addition to creating a positive teacher-student relationship. Prior to beginning each lesson, I will state the objectives and explain the real world connection to the material. This will assist the students in focusing their attention on the material and derive purpose from the skills and concepts introduced in the lesson. All of my lessons will be in accordance with the Common Core State Standards as well as correlate to the curriculum currently in place. By planning my lessons in this manner, I will ensure purposeful learning. During each lesson, I will regularly monitor the students’ understanding and progress by asking for student responses (thumbs up, thumbs down; raise hand if understand) and asking questions to check for comprehension. After each lesson, I will reflect on my teaching strategies and student progress to determine if I was successful in teaching the skills/concepts.
SUBGROUP: The students in my subgroup are all below benchmark and require additional learning experiences and varied instructional methods. After whole class direct instruction, I will work with these students as a group to reinforce the new skill/concept. I will use differentiated instructional methods and concrete materials to strengthen the students’ understanding of the material. During individual seat work, I will assist these students in completing the work through prompting and cues. I will use step-by-step instructions, check for understanding after each step, and assess each step. I will deliver immediate feedback and correction if needed, and praise all accomplishments. This will instill confidence in the students allowing them to take pride in their work and develop motivation for academics. Many of the students in the subgroup often do not complete their homework, thus they are not allowed to have playtime as a consequence. Since the reason for not completing their homework is not known, I will work with them to complete their homework during the first half of playtime, allowing for them to complete the work and participate in playtime with their peers. My rationale for this will be to have the students complete their homework which is reinforcement of the skills/concepts taught, providing them with motivation to complete the required work on their own. I will also assign academic goals for these students that I will closely monitor for progress. The students will be made aware of their goals and take part in evaluating their progress.
FOCUS STUDENT A: Student A lacks support and motivation. In order to improve Student A’s academic attitude and thus his academic performance, I will work closely with him on new skills/concepts, providing praise and encouragement. I will create and implement a rewards system that has personal meaning to Student A to create excitement and inspiration to become engaged in the lesson material. I will progress monitor Student A very closely and work one-on-one with him during down time to review the foundational skills that he is having difficulty with – letter sounds and segmenting sounds. Student A is developmentally and cognitively prepared for the curriculum material, he just needs the appropriate support and motivation. Since Student A is often ill-equipped for class and does not ask for the supplies he needs, I will make index cards with pictures of the supplies he needs daily, along with the written sentence “May I please have the “X” (name of supply in picture)?” When Student A needs a supply, he will bring me the appropriate card, I will read the sentence written on the card and have him repeat the sentence, then give him the necessary supply. After 3-4 times using this process, when Student A brings me the card, I will have him read the card to me or ask for the supply without me reading the card. After 3-4 times using this process, I will do away with the cards. This will assist the student in becoming more comfortable with me and eventually more apt to talk to me. My support and motivation will allow Student A to become more independent and appreciative of the material, making him more inclined to become engaged in the material and perform better academically. I will also stay in constant communication with the interventionist that works with Student A and collaborate with her and the cooperating teacher.
FOCUS STUDENT B: Student B requires intensive intervention strategies to become proficient in letter and number recognition in order to move on with the curriculum successfully. To assist Student B with letter recognition, I will institute several activities including letter necklaces, tap-out letters, and tactile letter options. I will work closely with Student B practicing the upper case and lower case letters he does not know. Student B has been referred for retention in kindergarten. Currently, there is a four-week child study process being completed where data is collected to support this referral. As part of the child study, I am working one-on-one with Student B to determine what foundational skills he is lacking through report card testing procedures. Through the use of flash cards (letter and number) and desktop references (alphabet, numbers 0-50), Student B is exposed to the foundational concepts he needs to acquire on a regular basis. During down time, I will work one-on-one with Student B with the above materials and activities to assist him acquire letter and number recognition skills. Student B does not know how to spell his first name, even when he is looking at it printed (due to lack of letter recognition). To overcome this deficit, I have printed his name on index cards and posted them sporadically across the classroom. Each time Student B passes an index card he is required to stop and attempt to spell his name; myself, along with the rest of the class, will assist Student B with this task. The foundational skills Student B is lacking requires constant repetition to acquire; therefore, all of the activities and adaptations/modifications presented are based off of repetitious practices. The rationale behind this strategy is that Student B will learn letter and number recognition through constant visual and verbal reminders.
|Task #2 - Designing Instruction |
Table 2.1.1 Grade Level, Content, Topic, and Rationale (limited to 1 page)
|Category |Description |
|Grade Level |Kindergarten |
|Content Area |Math |
|Unit Topic |Money – Coins |
|State Standards Addressed |Pennsylvania State Standards |
|(written format) |M3.A.1.3 - Count, compare, and make change using a collection of coins. (Identify pennies, nickels, dimes, and quarters by name and value and |
| |demonstrate the ability to count pennies, nickels, and dimes.) Count a collection of coins less than $5.00 and compare total values of combinations|
| |of coins less than $5.00. |
|Average Lesson Time |The average time for each lesson is 40-45 minutes. |
|Why was this unit topic selected? |I selected the topic of money because I strongly believe it is a skill that all kindergarten students would benefit from knowing. The students |
| |bring money to school for a variety of reasons – lunch, school store, book fairs, and fundraisers. By teaching the students what a penny, nickel, |
| |dime, and quarter are, as well as their values, the students will acquire a beginning understanding of what they can purchase with the money they |
| |have. This unit follows a unit on skip counting (counting by 2’s, 5’s, and 10’s) that will greatly assist the students in learning how to count |
| |money. My goal is that the students will not only recognize coins and learn their values, but begin to understand the role and function of money in|
| |today’s society. |
|How does this unit address state curriculum |This unit incorporates state standards by answering the essential questions associated with the identification of monetary coins and their |
|standards? |associated values. At the end of this unit, the students will be able to correctly identify a penny, nickel, dime, and quarter and their |
| |corresponding values. The students will also have a chance to explore the coins and take on the role of consumer and cashier in an activity |
| |allowing them to count money. The teacher strategies and activities presented are in direct alignment with the state standards. |
|Why is this unit appropriate at this time? |This unit is appropriate at this time because it follows a unit on skip counting (counting by 2’s, 5’s and 10’s), a prerequisite skill for counting |
| |money. The students are also becoming more responsible for money (lunch, school store, book fairs, fundraisers, etc.) and this unit will assist |
| |them in understanding the importance of money and how to exchange money for goods. |
Table 2.2.1 Unit Design Table (limited to 4 pages)
|Obj. No. | Unit Objectives |Level(s) |
| | |(e.g. Bloom’s Taxonomy) |
|1 | |Knowledge |
| |The students will be able to identify a penny, nickel, dime, and quarter. | |
|2 |The students will be able to identify the value associated with a penny, nickel, dime, and quarter. |Knowledge |
|3 |The students will be able to count an array of coins up to $5.00. |Application |
|4 |The students will be able to understand the exchange of money for goods. |Comprehension |
|5 |The students will participate in a role-playing activity demonstrating their knowledge of coins, their values, and money exchange. |Application |
|Etc. | | |
|Preassessment: |The pre-assessment will consist of a worksheet page with the selected coins displayed on it in various images. (Attached) During a whole class activity, the students will|
| |examine the images and through a series of teacher initiated questions and child directed conversations, the teacher will determine student knowledge of monetary coins. |
|Describe the pre-assessment used|Explain rationale for |Explain the specific adaptation(s)|Which objectives does this |Identify how the assessment will be |Describe specific student results |
| |choosing this assessment |made for Students A and B OR why |assessment address? |scored |and how those results will impact |
| | |no adaptation(s) are needed | | |the unit plan |
|Lesson |Date |V |Lesson |Instructional Activities/ |Formative Assessment |Describe Specific Adaptations/ |
| | |T |Objective(s) |Strategies |(formal/informal) |Differentiation |
| | |R | | | | |
| | |I | | | | |
| | |C* | | | | |
|2 |2/4 |V, R, |Objectives 1 (The students|Teacher Centered: Introduce penny and its value. Direct students|Informal: Observation, choral |No adaptations are needed for this |
| | |I,C |will be able to identify a|to count each penny as 1 cent. Have students repeat after teacher|responses |lesson. |
| | | |penny.), 2 (The students |“One penny equals one cent.” Repeat 3 times. Read Money Matters:| | |
| | | |will be able to identify |Pennies. Pass out penny coloring sheet. Give students time to |Formal: Worksheet drawing and |Subgroup: |
| | | |the value associated with |color sheet for a coloring sticker. For students who finish |counting pennies will be checked |1 – Stand close by group 4 to ensure |
| | | |a penny.), and 4 (The |early, instruct them to get out their coin pouches, take out |for accuracy. |students are paying attention and on |
| | | |students will be able to |pennies, and explore and practice counting. Advise students to | |task. |
| | | |understand the exchange of|keep out pennies – display several objects with price tags on | |2 – During group penny counting |
| | | |money for goods.). |table in front of class (ball – 5 ₵; toy – 4 ₵; flower – 6 ₵; | |activity, foster grandmother will sit |
| | | | |candy – 3 ₵). Review each item and its numerical price. | |with students to assist them. |
| | | | |Beginning with the first item (ball – 5₵), ask students how many | | |
| | | | |pennies they need to buy the item, then have them count out the | |Student A: |
| | | | |number of pennies needed for the item and line them up in their | |1 – Praise student for correct |
| | | | |desk. Check for accuracy. Repeat for all items. | |responses. |
| | | | | | |2 – Provide support and motivation |
| | | | |Integration: Social Studies link – 6.2.3 Functions of Money; | |during independent work. Show |
| | | | |6.2.5 Changes in Supply and Demand | |connections between lesson and student’s|
| | | | | | |real life experiences. |
| | | | |Community Resource: School librarian for book | |3 – Ensure student has correct coins out|
| | | | | | |for activity. |
| | | | |Reading Strategy: Review book. Ask: Where are pennies made? | | |
| | | | |What president is on the penny? | |Student B: |
| | | | | | |1 – Praise student for correct |
| | | | | | |responses. |
| | | | | | |2 – Provide student with step-by-step |
| | | | | | |directions for each task. |
| | | | | | |3 – During group penny counting |
| | | | | | |activity, have appropriate number of |
| | | | | | |pennies needed for each item sorted out,|
| | | | | | |so student only needs to count pennies. |
| | | | | | |On each penny write “1” on it so the |
| | | | | | |student knows to count each penny as 1. |
|3 |2/6 |R, I,C |Objectives 1 (The students|Teacher Centered: Review penny and its value. Review skip |Informal: Observation, choral |No adaptations are needed for this |
| | | |will be able to identify a|counting by 5’s. Introduce nickel and its value. Direct students|responses |lesson. |
| | | |nickel.), 2 (The students |to count each nickel as 5 cents. Have students repeat after | | |
| | | |will be able to identify |teacher “One nickel equals five cents.” Repeat 3 times. Read |Formal: Worksheet drawing and |Subgroup: |
| | | |the value associated with |Money Matters: Nickels. Pass out nickel coloring sheet. Give |counting nickels will be checked |1 – Stand close by group 4 to ensure |
| | | |a nickel.), and 4 (The |students time to color sheet for a coloring sticker. For students|for accuracy. |students are paying attention and on |
| | | |students will be able to |who finish early, instruct them to get out their coin pouches, | |task. |
| | | |understand the exchange of|take out nickels, and explore and practice counting. Advise | |2 – During group nickel counting |
| | | |money for goods.). |students to keep out nickels – display several objects with price | |activity, foster grandmother will sit |
| | | | |tags on table in front of class (ball – 5 ₵; toy – 10 ₵; flower – | |with students to assist them. |
| | | | |5 ₵; candy – 10 ₵). Review each item and its numerical price. | | |
| | | | |Beginning with the first item (ball – 5₵), ask students how many | |Student A: |
| | | | |nickels they need to buy the item, then have them count out the | |1 – Praise student for correct |
| | | | |number of nickels needed for the item and line them up in their | |responses. |
| | | | |desk. Check for accuracy. Repeat for all items. | |2 – Provide support and motivation |
| | | | | | |during independent work. Show |
| | | | |Integration: Social Studies link – 6.2.3 Functions of Money; | |connections between lesson and student’s|
| | | | |6.2.5 Changes in Supply and Demand | |real life experiences. |
| | | | | | |3 – Ensure student has correct coins out|
| | | | |Community Resource: School librarian for book | |for activity. |
| | | | | | | |
| | | | |Reading Strategy: Review book. Ask: Where are nickels made? | |Student B: |
| | | | |What president is on the nickel? | |1 – Praise student for correct |
| | | | | | |responses. |
| | | | | | |2 – Provide student with step-by-step |
| | | | | | |directions for each task. |
| | | | | | |3 – During group nickel counting |
| | | | | | |activity, have appropriate number of |
| | | | | | |nickels needed for each item sorted out,|
| | | | | | |so student only needs to count nickels. |
| | | | | | |On each nickel write “5” on it so the |
| | | | | | |student knows to skip count by 5’s when |
| | | | | | |counting nickels. |
|4 |2/7 |R,I,C |Objectives 1 (The students|Teacher Centered: Review penny and nickel and their values. |Informal: Observation, choral |No adaptations are needed for this |
| | | |will be able to identify a|Review skip counting by 5’s and 10’s. Introduce dime and its |responses |lesson. |
| | | |dime.), 2 (The students |value. Direct students to count each dime as 10 cents. Have | | |
| | | |will be able to identify |students repeat after teacher “One dime equals ten cents.” Repeat|Formal: Worksheet drawing and |Subgroup: |
| | | |the value associated with |3 times. Read Money Matters: Dimes. Pass out dime coloring |counting dimes will be checked for|1 – Stand close by group 4 to ensure |
| | | |a dime.), and 4 (The |sheet. Give students time to color sheet for a coloring sticker. |accuracy. |students are paying attention and on |
| | | |students will be able to |For students who finish early, instruct them to get out their coin| |task. |
| | | |understand the exchange of|pouches, take out dimes, and explore and practice counting. | |2 – During group dime counting activity,|
| | | |money for goods.). |Advise students to keep out dimes – display several objects with | |foster grandmother will sit with |
| | | | |price tags on table in front of class (ball – 10 ₵; toy – 20 ₵; | |students to assist them. |
| | | | |flower – 20 ₵; candy – 10 ₵). Review each item and its numerical | | |
| | | | |price. Beginning with the first item (ball – 10₵), ask students | | |
| | | | |how many dimes they need to buy the item, then have them count out| |Student A: |
| | | | |the number of dimes needed for the item and line them up in their | |1 – Praise student for correct |
| | | | |desk. Check for accuracy. Repeat for all items. | |responses. |
| | | | | | |2 – Provide support and motivation |
| | | | |Integration: Social Studies link – 6.2.3 Functions of Money; | |during independent work. Show |
| | | | |6.2.5 Changes in Supply and Demand | |connections between lesson and student’s|
| | | | | | |real life experiences. |
| | | | |Community Resource: School librarian for book | |3 – Ensure student has correct coins out|
| | | | | | |for activity. |
| | | | |Reading Strategy: Review book. Ask: Where are dimes made? What| | |
| | | | |president is on the dime? | |Student B: |
| | | | | | |1 – Praise student for correct |
| | | | | | |responses. |
| | | | | | |2 – Provide student with step-by-step |
| | | | | | |directions for each task. |
| | | | | | |3 – During group dime counting activity,|
| | | | | | |have appropriate number of dimes needed |
| | | | | | |for each item sorted out, so student |
| | | | | | |only needs to count dimes. On each dime|
| | | | | | |write “10” on it so the student knows to|
| | | | | | |skip count by 10’s when counting dimes. |
|5 |2/10 |R, I,C |Objectives 1 (The students|Teacher Centered: Review penny, nickel, dime and their values. |Informal: Observation, choral |No adaptations are needed for this |
| | | |will be able to identify a|Review skip counting by 5’s and 10’s. Introduce quarter and its |responses |lesson. |
| | | |quarter.), 2 (The students|value. Direct students to count each quarter as 25 cents. Have | | |
| | | |will be able to identify |students repeat after teacher “One quarter equals twenty-five |Formal: Worksheet drawing and |Subgroup: |
| | | |the value associated with |cents.” Repeat 3 times. Read Money Matters: Quarters. Pass out |counting nickels will be checked |1 – Stand close by group 4 to ensure |
| | | |a quarter.), and 4 (The |quarter coloring sheet. Give students time to color sheet for a |for accuracy. |students are paying attention and on |
| | | |students will be able to |coloring sticker. For students who finish early, instruct them to| |task. |
| | | |understand the exchange of|get out their coin pouches, take out quarters, and explore and | |2 – During group quarter counting |
| | | |money for goods.). |practice counting. Advise students to keep out quarters – display| |activity, foster grandmother will sit |
| | | | |several objects with price tags on table in front of class (ball –| |with students to assist them. |
| | | | |25 ₵; toy – 25 ₵; flower – 25 ₵; candy – 25 ₵). Review each item | | |
| | | | |and its numerical price. Beginning with the first item (ball – | |Student A: |
| | | | |25₵), ask students how many quarters they need to buy the item, | |1 – Praise student for correct |
| | | | |then have them count out the number of quarters needed for the | |responses. |
| | | | |item and line them up in their desk. Check for accuracy. Repeat | |2 – Provide support and motivation |
| | | | |for all items. | |during independent work. Show |
| | | | | | |connections between lesson and student’s|
| | | | |Integration: Social Studies link – 6.2.3 Functions of Money; | |real life experiences. |
| | | | |6.2.5 Changes in Supply and Demand | |3 – Ensure student has correct coins out|
| | | | | | |for activity. |
| | | | |Community Resource: School librarian for book | | |
| | | | | | |Student B: |
| | | | |Reading Strategy: Review book. Ask: Where are quarters made? | |1 – Praise student for correct |
| | | | |What president is on the quarter? | |responses. |
| | | | | | |2 – Provide student with step-by-step |
| | | | | | |directions for each task. |
| | | | | | |3 – During group quarter counting |
| | | | | | |activity, have appropriate number of |
| | | | | | |quarters needed for each item sorted |
| | | | | | |out, so student only needs to count |
| | | | | | |quarters. |
|6 |2/11 |V, T,I |Objectives 1 (The students|Teacher Centered: 1 - Review coins. Display heads and tails of |Informal: Observation, choral |No adaptations are needed for this |
| | | |will be able to identify a|each coin on the document camera. Ask for volunteers to identify |responses |lesson. |
| | | |penny, nickel, dime, and |the coins. Then ask for choral responses to identify coins. | | |
| | | |quarter.), 2 (The students|Pointing to laminated coins on board, instruct students to |Formal: Chart worksheet will be |Subgroup: |
| | | |will be able to identify |identify the value of each coin (one penny equals one cent, etc.) |checked for accuracy. |1 – Stand close by group 4 to ensure |
| | | |the value associated with |Instruct students to take out coin pouches, using the coins | |students are paying attention and on |
| | | |a penny, dime, nickel, and|displayed on the promethium board as an example, take out one of | |task. |
| | | |quarter.), and 3 (The |each coin and put rest of coins and coin pouch away. Play the | |2 – During group quarter counting |
| | | |students will be able to |song Name the Coins by Becki Etheridge – instruct students to hold| |activity, foster grandmother will sit |
| | | |count an array of coins up|up coin being sung about in each verse (stop cd after each verse | |with students to assist them. |
| | | |to $5.00.). |to check for accuracy). 2 – Review skip counting by 5’s and 10’s.| |3 – During chart worksheet, foster |
| | | | |Pass out chart worksheet. Instruct students to take out their | |grandmother will sit with students and |
| | | | |coin pouches and sort coins. Provide directions for worksheet – | |assist with sorting coins. |
| | | | |students will glue coins from coin pouches on chart on the | | |
| | | | |appropriate line. They will then count the amount of pennies, | |Student A: |
| | | | |nickels, and dimes in each line and write the appropriate value of| |1 – Praise student for correct |
| | | | |all the coins on each line on the line provided (student answers | |responses. |
| | | | |may vary depending on if coins were lost during exploring). | |2 – Provide support and motivation |
| | | | |**Students will not count amount of quarters. | |during independent work. |
| | | | | | |3 – Ensure student has correct coins out|
| | | | |Integration – Social Studies link - 6.2.3 Functions of Money; | |for activity. |
| | | | |6.2.5 Changes in Supply and Demand | | |
| | | | | | |Student B: |
| | | | | | |1 – Praise student for correct |
| | | | | | |responses. |
| | | | | | |2 – Provide student with step-by-step |
| | | | | | |directions for each task. |
| | | | | | |3 – For chart worksheet, student will |
| | | | | | |match and glue coins to prefilled chart.|
|7 |2/12 |I |Objectives 1 (The students|Student Centered: The students will choose a coloring sheet |Informal: Observation |No adaptations are needed for this |
| | | |will be able to identify a|(picture of item and price tag on it) to color. They will fill in| |lesson. |
| | | |penny, nickel, dime, and |price tag with a price (not to exceed 50₵). The students will |Formal: Coloring sheet | |
| | | |quarter.), 2 (The students|then take out the appropriate coins needed to purchase the item | |Subgroup: |
| | | |will be able to identify |from their new coin pouches and glue them on the picture. Within | |1 – Coloring sheet will have prefilled |
| | | |the value associated with |the small groups, the students will work with partners. They will| |price tag. |
| | | |a penny, dime, nickel, and|exchange coloring sheets, look at the price of the item, and count| |2 – Teacher and foster grandmother will |
| | | |quarter.), 3 (The students|the coins glued on the paper. They will be encouraged to talk | |monitor student’s progress. |
| | | |will be able to count an |about other coins that could have been used to purchase the item. | |Student A: |
| | | |array of coins up to | | |1 – Praise student for correct |
| | | |$5.00.) and 4 (The |Integration – Social Studies link - 6.2.3 Functions of Money; | |responses. |
| | | |students will be able to |6.2.5 Changes in Supply and Demand | |2 – Provide support and motivation |
| | | |understand the exchange of| | |during independent work. |
| | | |money for goods.). | | |3 – Ensure student has correct coins out|
| | | | | | |for activity. |
| | | | | | | |
| | | | | | |Student B: |
| | | | | | |1 – Praise student for correct |
| | | | | | |responses. |
| | | | | | |2 – Provide student with step-by-step |
| | | | | | |directions for each task. |
| | | | | | |3 – For coloring sheet, student will |
| | | | | | |match and glue coins to prefilled chart.|
|8 |2/18 |V,I, |Objectives 1 (The students|Student Centered: Mock School Store. A school store setting will|Informal: Observation |No adaptations are needed for this |
| | |C |will be able to identify a|be set up in the back of the room with several items of different | |lesson. |
| | | |penny, nickel, dime, and |prices. A cashier area will also be set up. Each group will go |Formal: Mock School Store | |
| | | |quarter.), 2 (The students|to the mock store and purchase one item using exact change from |activity |Subgroup: |
| | | |will be able to identify |their change pouches and pay the cashier (teacher). The groups | |1 – During mock school store, students |
| | | |the value associated with |not at the mock store will be working on money books – coloring | |will be assisted by foster grandmother |
| | | |a penny, dime, nickel, and|coins appropriate color and writing appropriate value. | |and teacher. 2 – During money book |
| | | |quarter.), 3 (The students| | |activity, foster grandmother will sit |
| | | |will be able to count an |Integration – Social Studies link – 6.2.3 Functions of Money; | |with students to assist them. |
| | | |array of coins up to |6.2.5 Changes in Supply and Demand | | |
| | | |$5.00.), 4 (The students | | |Student A: |
| | | |will be able to understand| | |1 – Praise student for correct |
| | | |the exchange of money for |Community Resource – School Store volunteer staff to assist with | |responses. |
| | | |goods.), and 5 (The |setting up mock school store. | |2 – Provide support and motivation |
| | | |students will participate | | |during independent work. Have student |
| | | |in a role-playing activity| | |purchase item of importance to him at |
| | | |demonstrating their | | |mock school store. |
| | | |knowledge of coins, their | | |3 – Ensure student has correct coins out|
| | | |values, and money | | |for activity. |
| | | |exchange.). | | | |
| | | | | | |Student B: |
| | | | | | |1 – Praise student for correct |
| | | | | | |responses. |
| | | | | | |2 – Provide student with step-by-step |
| | | | | | |directions for each task. |
| | | | | | |3 – At mock school store, student will |
| | | | | | |choose item from selected penny items. |
|Etc. | | | | | | |
|Summative Assessment: |The summative assessment will be a worksheet identifying each coin and their values. |
| | |
| | |
*V-Lessons (must identify two) to be video recorded and observed; T- Lesson integrates technology; R- Lesson uses reading strategies; I- Lesson demonstrates integration of content across and within content fields; C- Lesson utilizes community resources
Provide a copy of pre-assessment document and the corresponding scoring key/rubric in Appendix A.
Table 2.2.2 Unit Design Narrative (limited to 2 pages)
|Why are the objectives appropriate? |The objectives are appropriate because they correspond to state standards. They answer the essential questions associated |
| |with the identification of monetary coins and their values and give students a beginning understanding of how to count coins.|
|Why are the lessons sequenced in this manner? |The lessons are sequenced in the manner they are to build upon each other. The first lesson is an introduction to monetary |
| |coins and to gage students’ prior knowledge of them. Lessons 2 through 5 each identify a coin and its value and provide |
| |opportunities for the students to work with and explore the coin. Lesson 6 is a recap of lessons 2, 3, 4, and 5 with an |
| |emphasis on counting coins. Lesson 7 provides the students with an opportunity to independently count coins based on an |
| |amount they self-select. Lesson 8 is the wrap-up to the unit where the students will demonstrate everything they have |
| |learned in the unit in a role-playing activity. |
|Why were these instructional strategies/activities selected? |I have chosen a variety of instructional strategies and activities to appeal to all learning styles and stages of readiness. |
| |I chose to use direct instruction to introduce each coin and provided a variety of activities (worksheets, coloring sheets, |
| |exploration time, hands-on activities) to reinforce the concept. Each lesson provides a visual, auditory, and kinesthetic |
| |component. When creating my instructional strategies and activities, I had each students’ best interests in mind as well as |
| |their academic potential. |
|How do the instructional strategies/activities address the learning objectives|I introduce each coin and its value through direct instruction and allow the students time to explore the coin and learn |
|for this unit? |about it (student-centered). The daily reinforcement activities provide the students with hands-on opportunities to work |
| |with the coin and apply that knowledge to real world situations. The role-playing activity allows the students to |
| |demonstrate everything they have learned in a mock real world situation. |
|How will a variety of levels of thinking skills be addressed (e.g., Bloom’s |Level 1 – Remembering – The students will need to remember what each coin is and what its value is. |
|Taxonomy)? Give specific examples of use. |Level 2 – Understanding – The students will understand the exchange of money for goods. |
| |Level 3 – Applying – The students will apply their knowledge of coins/values to mock real world situations. |
| |Level 4 – Analyzing – The students will need to analyze the price of an item and determine what coin(s) they need to purchase|
| |the item. |
| |Level 5 – Evaluating – The students will be able to evaluate the reason for using money to purchase items. |
| |Level 6 – Creating – The students will create a consumer persona during their mock school store role-playing activity. |
|Explain the reading strategies that will be used throughout the unit. Give |A story is read in lessons 1 – 5 and comprehension skills are reviewed. |
|specific examples. (Remember that using text is not a reading strategy) | |
|What resources will be needed for this unit (include school and community |School – librarian, school store volunteer staff |
|resources)? | |
|How will technology be integrated within the unit? Explain both teacher use |Technology is limited in the school I student teach in. I will use the promethium board in lesson 6 to display heads and |
|and student use. |tails of coins. |
|How does the unit demonstrate integration of content across and within content|The unit primarily focuses on math skills, but does incorporate reading (comprehension, fluency - rhymes), social studies |
|fields? |(presidents, monetary exchange, consumer actions), art (coloring) and music content areas (listening to a song for meaning). |
|How does the unit demonstrate both teacher-centered and student-centered |The coins and their values are introduced through teacher-centered direct instruction. The reinforcement activities are |
|instructional strategies? |student-centered in that the student is responsible for their work. Lessons 7 and 8 are completely student centered giving |
| |the students the opportunity to apply what they have learned to real world situations they lead. |
Provide a copy of two complete detailed lesson plans in Appendix B.
Narrative 2.3.1 Lesson Plan Design (limited to 2 pages)
|Question |Lesson Plan 1 |Lesson Plan 2 |
|What will the students entering this lesson already know|The students will have a general overview of a penny and its |The students will have a general overview of a penny, nickel, dime, |
|about the topic? |value. |and quarter, and their value. |
|What type of assessment was chosen? Why? |I am using observation and choral responses for an informal |The formal observation will be a coloring sheet where the students |
| |observation. This assessment allows me to gage the students’ |price an item and glue the appropriate coins on the bottom of the |
| |understanding of the material during the lesson. I chose a |page. This assessment will provide me with a clear understanding of |
| |worksheet the students complete independently where they count |what and how much the students have learned about coins. |
| |pennies as my formal assessment. This will allow me to determine | |
| |the students’ understanding of pennies and their value after the | |
| |lesson is completed. | |
|How were the specific differentiated activities needed |I chose my methods of instruction based on individual student’s |I chose my methods of instruction based on individual student’s needs.|
|to adapt/accommodate for individual learning needs for |needs. After close observation and discussions with the |After close observation and discussions with the cooperating teacher, |
|the Whole Class, Subgroup, and Focus Students |cooperating teacher, I devised my instructional strategies and |I devised my instructional strategies and activities that would |
|determined? |activities that would benefit each student. |benefit each student. |
|Why was the specific reading strategy(ies) identified in|Comprehension was the key reading strategy chosen because each |Vocabulary was the key reading strategy. Students will match the |
|the plan chosen? |story provided important details about each coin. |coins to the word name on the chart. |
|How was critical thinking, problem solving, and higher |Higher level thinking was triggered during lessons where students |Higher level thinking was involved in that the students had to devise |
|level addressed thinking in the lesson plans? |were responsible for choosing an item for purchase and using the |a price for an item and correctly identify the coins needed to |
| |correct amount of coins for purchase. |purchase the item. |
|How does the technology utilized enhance student |N/A |N/A |
|learning? | | |
|Discuss specific classroom routines and procedures that |All materials needed for the lesson will be set-up prior to the |All materials needed for the lesson will be set-up prior to the |
|will be in place with this lesson to maximize |beginning of class and placed in the baskets in the center of each|beginning of class and placed in the baskets in the center of each |
|instructional time. |group for easy retrieval. |group for easy retrieval. |
|How will the active and equitable participation of all |I will monitor students to ensure they are on task. I will |I will monitor students to ensure they are on task. I will walk |
|students during this lesson be ensured? |provide many opportunities for student engagement during the |around the room and question students during the activity, prompting |
| |lessons. |engagement. |
|How does the lesson demonstrate teacher-centered and |The coin and its value is introduced through teacher-centered |The lesson is primarily student-centered in that the student chooses |
|student-centered instructional strategies? |direct instruction. The reinforcement activities are |the price of the item and the corresponding coins to purchase the |
| |student-centered. |item. The teacher-centered portion is the teacher moving from group |
| | |to group talking to the students about their choice. |
Table 2.3.2 Adaptive Plans (limited to 1 page)
|PLAN FOR INSTRUCTION |LESSON PLAN 1 |LESSON PLAN 2 |
| |STUDENT A |STUDENT B |STUDENT A |STUDENT B |
Table 2.4.1 Unit Assessment Design Table (limited to 2 pages)
| |Describe the assessment |Explain rationale for |Explain the specific adaptation(s) |Which objectives does this |Identify how the assessment |Describe how specific student|
| |to be used |choosing this |made for Students A and B OR why no |assessment address? |will be scored |results will impact the unit |
| | |assessment |adaptation(s) are needed | | |plan |
|Formative Assessment | |This assessment will |No specific adaptations for Student A.|Objectives 1, 2, and 3. |This assessment will be |The results will determine |
|- Formal |Chart Worksheet |provide me information |Extra support and motivation will be | |scored for accuracy. No |what, if any, concepts I need|
| | |regarding students |provided for him from the foster | |point values are associated |to re-teach and who I need to|
| | |overall understanding of|grandmother. Student B’s chart will | |with assessments in |re-teach those concepts to. |
| | |coin and value |be prefilled with images of coins on | |kindergarten – all correctly| |
| | |identification. |it - student will need to match coins | |completed worksheets will | |
| | | |from coin pouch to chart. | |receive a sticker, incorrect| |
| | | | | |responses will be circled. | |
|Summative Assessment | |This assessment will |No specific adaptations, as this |Objectives 1 and 2. |This assessment will be |The results will determine if|
| | |show what the students |assessment is to provide me with | |scored for accuracy. No |I need to re-teach any of the|
| |Worksheet |have learned in the |information regarding what students | |point values are associated |concepts. |
| | |unit. |have learned throughout the unit. | |with assessments in | |
| | | | | |kindergarten – all correctly| |
| | | | | |completed worksheets will | |
| | | | | |receive a sticker, incorrect| |
| | | | | |responses will be circled. | |
|What is the minimum level of |I expect all students to answer at least 80% of the questions correctly. Since the essence of the unit is coin and value identification and has been reviewed for 8 days, the |
|performance expected of all |expectation is that all students will be able to correctly identify over ¾ of the coins/values correctly. |
|students to achieve on the | |
|summative assessment? | |
|Are any differences in |Based on prior performance and data observation, I expect 4 of the students in the subgroup to have difficulty with the unit. These 4 students traditionally perform below |
|performance expected between |benchmark even when they are given extra assistance. |
|the subgroup described in | |
|Task 1 and the remainder of | |
|the class? Explain. | |
Provide a copy of one formal formative assessment document and the corresponding scoring key/rubric in Appendix C.
Provide a copy of one informal formative assessment document and the corresponding scoring key/rubric in Appendix C. (if applicable)
Provide a copy of the summative assessment document and the corresponding scoring key/rubric in Appendix C.
|Task #3 -Teaching and Learning |
Table 3.1.1 Narrative Daily Teaching Reflection (limited to 4 pages)
| |
|Day 1: The lesson was implemented as planned. The introduction lesson provided me with a great deal of information regarding the student’s prior knowledge of monetary coins. The majority of the class was |
|unable to identify any of the coins – one student knew all of them and their values. All of the students showed enthusiasm for the upcoming lessons and were ecstatic to explore the coins in their individual |
|coin pouches. Although my unit and lessons were based on state standards and were age and developmentally appropriate, I was nervous and overwhelmed that the majority of the class had no prior knowledge of the|
|topic. Based on this information, I reviewed my lessons for the rest of the unit and made revisions to include step-by-step direct instruction of all the coins and allowed time each day for the students to |
|explore the coin of the day extensively on their own and through reinforcement and enrichment activities. The story A Dollar for Penny was a hit – the students did an excellent job responding to the |
|comprehension questions. Student A: Student A followed along with the lesson but during exploration time flung the coins all around his desk instead of taking an in-depth look at them and sorting them. |
|Student B: Student B had trouble following along with the lesson despite extra assistance from the foster grandmother. He took longer than any other student to write his name on the paper which contributed to|
|his following behind. Even though I waited for him to catch up, he was never able to follow along with the rest of the class and continued to be off task for the entire lesson. While his pre-assessment showed|
|he had no prior knowledge of monetary coins, the results also showed me he was not able to or was not paying attention to the instructions for the assessment. During the story, he was playing with his |
|shoelaces and not paying attention. |
| |
|Day 2: While school was on a 2-hour delay for weather, I was able to fit in my entire lesson. Based on the pre-assessment results, I took my time with the introduction to the penny and explained all my |
|information in great detail, stopping often to check for understanding. To my delight, the students did excellent with the concept. The book I read regarding the penny was age appropriate; however, it |
|contained several facts that were beyond the reach of most of the class – president on the coin and what the coin was made of. The cooperating teacher thought the book was a nice wrap-up to the information I |
|provided on the penny and that I should use the other books in the series in my subsequent lessons. The coloring sheet was a simple activity that was intended for the students to have another opportunity to |
|learn the features of the penny that would allow them to become familiar with it and thus learn to easily recognize the coin – the objective for the day. The majority of the class did well with this activity |
|coloring the penny brown like the ones in their coin pouches. The penny counting activity was a lot of fun – the students did great with counting out the appropriate amount of pennies while counting each as |
|“one cent.” The choral responses during this activity were upbeat and loud with an almost full class engagement. Since this activity was a chance for the students to work concretely with the concept and they |
|had such a good time with it, I would extend it next time and add a component where the students could work within their groups to practice. The independent work (formal assessment) was completed quickly and |
|easily for most of the class. Student A: Student A was able to count the needed pennies to purchase each item. He had no issues separating the pennies from the rest of the coins to complete this activity. |
|Student B: Student B was able to correctly count the pennies needed for each item during the purchasing activity. The foster grandmother worked closely with him during this activity allowing him to count the |
|pennies at his own pace. |
| |
|Day 3: Another 2-hour delay, but the lesson was fully implemented. Many (6) of the students were absent, so since skip counting by 5’s was difficult for many students, I will make sure to review the nickel in |
|detail tomorrow. The students did a great job with the penny review and most were able to correctly identify the nickel during the introduction to the lesson. I read the nickel book as advised by the teacher |
|and the students listened attentively. Many chuckled when I read the part about the nickel being made of nickel. The identification objectives were met as observed through choral responses. The worksheet |
|used as the formal assessment went well – the students were successful in distinguishing between a penny and nickel. When the students were completing the worksheet independently, I came up with the step of |
|writing the amount of each coin above the coin to assist students – I will instruct students to do this going forward. The review on skip counting by 5’s was very beneficial for this lesson. Student A: |
|Student A had some difficulty with the lesson – he was able to correctly identify the nickel and its value, but could not count the coins during the group activity or on the worksheet. As per the cooperating |
|teacher, Student B had difficulty with skip counting by 5’s. Student B: Student B was lost throughout the lesson. I worked with him individually at the back table during independent working time and he was |
|unable to identify the nickel or its value. I had him repeat “one nickel equals 5 cents” several times and then asked him what does a nickel equal and he said 11 cents. His worksheet was sent home for |
|homework with a note explaining his progress during the lesson. |
| |
|Day 4: A full day of class with no delays. I reviewed the nickel in more detail than originally planned due to several absences during the initial lesson. The lesson for today was extended. A lot of |
|information was presented to the students today with a dual lesson being covered, but most students did very well. Identification of coins is being picked up very quickly by every student except for 3 |
|students. The values of the coins are also easily identified by the vast majority of the class. Counting coins by their numerical value is a bit difficult for some students. For those students having |
|difficulty, the common issue is that they are counting them all as 1, instead of 5 or 10, although they can easily provide me with the value statement (one x equals x cents). This is an area that we will |
|practice more of. The coin exploration activity is proving to be a very valuable portion of the unit. Almost all of the students are categorizing the coins properly, several are counting the coins |
|numerically, and all are enjoying them. When completing the worksheet, I instructed the students to place the numerical value on top of each coin then count the values – this assisted the students in answering|
|more questions correctly. Student A: The foster grandmother worked one-on-one with this student, she lined 3 dimes in a row, wrote 10 on the top of each one and directed him to skip count by 10’s when he |
|counted dimes. After being reminded how to skip count by 10’s, Student A was able to accomplish this task on his own. Student B: Student B continues to perform lower than the rest of the class on this unit. |
|He was able to identify the penny today, but not the nickel or dime. |
| |
|Day 5: Today we reviewed the penny, nickel, and dime extensively before moving on to the quarter. I did this mainly because the quarter lesson is simplified due to the fact that kindergarten students are not |
|ready to skip count by 25’s. The majority of the lesson was student centered. After talking about the quarter, I wrote “penny,” “nickel,’ “dime,” and “quarter” on the top of the white board. I had the |
|students take out their coin pouches and describe the coins. After the list was created, I placed the corresponding laminated coin next to the coin name for reference – this list will stay up for the duration |
|of the unit. While this wasn’t a planned activity, it went great and was beneficial to the students. Student A: Student A raised his hand several times during the listing activity and responded with |
|appropriate replies. Student B: Student B was quiet during the review, but sits directly facing the list which I am hopeful will assist him with the information. |
| |
|Day 6: I did a quick review of the coins using the list created the previous lesson, before playing the coin song. The students loved the song; I had to play it 3 times. The students did a great job during |
|this activity showing their mastery of objective 1 – identification of coins. If I do this activity again, I will have students take one of each coin out of their pouch and then begin the song to avoid coins |
|falling on the floor and students rustling around in their coin pouches. The graphing activity took more time than I thought it would, but was a great activity to tie coin/value identification and counting |
|coins together. I started this activity as a whole group activity and instructed students to finish on their own. It was a step-by-step activity (identifying coins, gluing them in correct places, adding them)|
|where I brought the students back to a whole group activity to begin each step. The majority of the students did great with the first 2 steps, but had some difficulty adding the coins properly. This is a |
|concept that needs additional instructional time. Student A: He did very well with the coin identification; however, he did not have a glue stick and instead of asking for it, he stared into space. When I |
|asked him what he needed, he did not reply. Student B: With support from the foster grandmother, he was able to glue coins in the proper place, but could only identify the penny; he could not add the coins. |
| |
|Day 7: The students had a great time with this activity. Originally, I had planned this activity to be an independent activity, but after the results of yesterday’s charting activity, I decided to make this a|
|guided activity. After the students finished coloring and pricing their item, the foster grandmother and myself worked with each group to choose the appropriate coins needed to purchase the item. I encouraged|
|the students to use the same coins when possible to keep it simple. With support and guidance, the students did much better on this activity than with the previous day’s activity. Student A: As with |
|yesterday, the student did not have a glue stick and despite several attempts prompting him to ask for one, he did not respond. When I gave him a glue stick, he did not use it, thus not completing the |
|activity. Student B: He was able to correctly glue the coins that matched his coloring sheet (modification previously set-up prior to lesson). |
| |
|Day 8: Today was a very fun conclusion to the unit. The mock school store went over very well. I was extremely pleased with the results. The previous two lessons contributed to the students’ success with |
|this lesson. The students assisted each other while at the mock store, which really pleased me. They worked with each other to decide what coins were needed to buy the item. When at the register, they did a |
|great job “paying” for their item. When a student became stuck, they would look to a peer for assistance before asking for help. I would definitely use this activity again. Student A: He purchased an item |
|he really wanted (rubber snake) and was able to count the pennies needed to buy the item once I directed him to use pennies. Student B: He was directed to look for an item with a price tag of 1 ₵ and was able|
|to do that. Again, the modification for this activity was a success for Student B. |
Table 3.2.1 Narrative Reflection of Video Recorded and Observed Lessons 1 & 2 (limited to 2 pages)
|Instructional Strategies Questions |Lesson 1 |Lesson 2 |
|Overall, how did the instructional strategies for the |The varying strategies allowed for all learning styles. Direct |A review of lessons 2-5, the beginning of the lesson was |
|lesson positively impact learning for all students? |instruction provided the students with the information they |teacher-centered and the end was student-centered where they |
| |needed. The student-centered and reinforcement activities gave |demonstrated their knowledge of the material. This positively |
|How do you know students met or did not meet the |students an opportunity to work hands-on with the material. |impacted the students in that objectives 1 and 2 were reviewed and |
|objective(s)? |The formal and informal assessments showed me what the students |checked for progress prior to moving on to the next lessons and |
| |learned. 21/27 students met the objective of the lesson. I |objectives. |
|Justify response with specific examples/evidence from |observed the students counting the pennies (one cent, two cent, |The chart worksheet was used to assess student’s progress of the |
|the video. |etc.) during independent time. |objectives. |
| | |The chart activity showed me that most of the students mastered coin |
| | |identification, but needed additional lessons on adding coins. |
|In what ways was the use of instructional strategies to |The varying instructional strategies were geared towards each |While this was a review, there were several strategies used. A review|
|address the diverse cognitive, emotional and social |individual learning style. The lower functioning students needed |of the coins was teacher-centered followed by student-centered |
|needs of all students successful? |the step-by-step instructions to stay on task. The higher |activities – coin identification through song lyrics and chart |
| |functioning students did better when given the opportunity to |activity where students glued coins in appropriate spaces and added |
|Provide specific examples. |explore the penny. The subgroup was able to follow along with the|them by their values. |
| |lesson due to the foster grandmother sitting with them. | |
|Describe how students were meaningfully engaged in |The students were actively engaged in the lesson when they were |The students were actively engaged throughout the whole review – they |
|active inquiry and higher level thinking. |given time to explore the penny on their own. They used higher |identified the coins, they found the corresponding coins during the |
| |level thinking when they had to determine how many pennies were |song, and they completed the chart on their own. Higher level |
| |needed to purchase the items during the buying activity. |thinking skills were used during the chart activity when the students |
| | |had to coin the coins by their values. |
|How were instructional strategies effective in providing|Differentiated instructional strategies were used. The coloring |As a review, the instructional strategies included a song (auditory), |
|equitable learning opportunities for all students? |worksheet and exploration were for the visual learners. Direct |document camera identification review (visual), and chart |
| |instruction assisted the auditory learners. Exploration was for |(kinesthetic) activities to appeal to all types of learners. |
|Provide specific examples. |the kinesthetic learners. | |
|Was integration within and across content fields |Social Studies was integrated into this lesson. The students |Social Studies – president on coin – was reviewed. Almost all of the |
|successful? |learned what president and monument were on the penny and where it|students were able to identify the president on the penny and dime, a |
| |came for. This integration was successful – more than half of the|handful remembered all the presidents, and about 8 students could not |
|Provide specific examples. |students were able to identify the president on the coin. |identify any of them. |
|Classroom Learning Environment Questions |Lesson 1 |Lesson 2 |
|Describe how a variety of verbal and nonverbal |Direct instruction, support, and teacher feedback were the verbal |The students provided verbal responses to verbal questions asked |
|communication techniques were used to foster active |communicators. The exploration of the penny was the non-verbal |during the review, they provided non-verbal responses (holding up |
|inquiry, collaboration, and supportive interaction in |communication used. The group seating arrangement allowed for |appropriate coin) during the son. The chart activity allowed for |
|the classroom. |collaboration among peers. During the exploration time, the |active inquiry. |
| |students were talking within their groups about the features of a | |
|Provide specific examples. |penny. | |
|How conducive was the overall classroom learning |The environment played a large part in the success of the |The environment played a large part in the success of the instruction.|
|environment in supporting positive social interaction, |instruction. The seating arrangements allowed me to easily walk |The seating arrangements allowed me to easily walk around from group |
|equitable engagement, and self-motivation? |around from group to group during direct instruction and to view |to group during direct instruction and to view all the students from |
| |all the students from anywhere in the room, allowing me to observe|anywhere in the room, allowing me to observe their progress. |
|Provide specific examples. |their progress. | |
Table 3.3.1 Narrative Reflection of Preassessment, Formative Assessments, and Summative Assessment (limited to 3 pages)
|Pre-assessment |
|Overall analysis of results. |Most of the students identified the coins as money, but could not identify the coin by its appropriate name. The majority of the students |
| |had little prior knowledge of the material. This led to a revision of my lesson plans and activities to include more detailed and |
| |step-by-step instructions during direct instruction and more time for exploration. |
|Discuss the results in reference to the learning |The results showed me my objectives for the unit were not previously accomplished by most students. The students knew the coins were money|
|objectives. |and could name some of the coins, but not correctly. This told me the objectives were within reach. |
|Describe how pre-assessment data was used to proceed |The data led me to revise my lesson plans to include more detailed information and to add reinforcement activities. I decided to keep |
|with instruction for all students. |identification lessons all in the same format to make it simple for the students to understand. |
|What is the plan to differentiate for all learners? |I provided activities for all types of lessons – visual (worksheets), auditory (direct instruction), and kinesthetic (coin exploration). |
| |The subgroup and focus students will receive additional support and modifications to assist them with the material. |
|Formative Assessment |
|Overall analysis of results. |Through daily observation, choral responses, and worksheets, the students have demonstrated their understanding of the material. |
| |Objectives 1 and 2 are met by overall majority of students. |
|Discuss the results in reference to the learning |The results showed main objectives 1 and 2 were successfully met by vast majority of students. |
|objectives. | |
| |Yes, the main objectives of the unit were coin identification and value identification, which were both met by the majority of the class. |
|Are students learning what was intended they learn? | |
|Discuss any adaptations based on the results of |No actual adaptations were made for the lesson. More time was devoted to direct instruction, choral echoes and repetition were used, and |
|formative assessments. |worksheet/activity modifications were used for lower functioning students. |
|Identify differentiation needed to help all students |Worksheets were modified for lower functioning students. Instruction and activities were created for visual, auditory, and kinesthetic |
|meet the goals and objectives of this unit. |learners. |
|Summative Assessment |
|What did the disaggregated data of the assessment |The students who were at or above benchmark prior to the unit did excellent with this lesson. Those that were below benchmark struggled |
|reveal? |with the unit. |
|Discuss the results in reference to the learning |Objectives 1 and 2 were met by 95% of the class. Objectives 3, 4, and 5 were met by 75% of the students. |
|objectives. | |
|Did all students learn what was intended they learn? |Objectives 1 and 2 were the main objectives of the unit needed to accomplish objectives 3, 4, and 5 – 95% learned what was intended – |
|Explain. |coin/value identification. |
Table 3.3.2a Chart/Table/Graphs of disaggregated data for the Pre-assessment (limited to one page)
Due to the varied nature of data collected by the teacher candidates, each candidate is asked to create a chart/table/graph that includes data for the Whole Class, Subgroup, and Focus Students. Title the table/chart/graph and use labels to accurately portray the data.
[pic]
Table 3.3.2b Chart/Table/Graph of disaggregated data for the Summative Assessment (limited to one page)
Due to the varied nature of data collected by the teacher candidates, each candidate is asked to create a chart/table/graph that includes data for the Whole Class, Subgroup, and Focus Students. Title the table/chart/graph and use labels to accurately portray the data.
[pic]
|Task #4 -Reflection and Professionalism |
Narrative 4.1.1 Reflection on Learning Objectives (limited to 2 pages)
|Based on the analysis of all the assessment results, identify |Give more than one reason for each of the successes identified. |Discuss at least TWO things to do differently in the future to |
|TWO learning objectives from the unit where students were most | |extend these successes to continue students’ academic growth. |
|successful. | | |
|Objective 1: (1) The students will be able to identify a penny, |-Daily review of each coin as part of carpet time. |-Coin conversion and examples. |
|nickel, dime, and quarter. |-Repetition of important concepts. |-More hands-on activities using real world objects of meaning to|
| |-Reinforcement activities. |students. |
|Objective 2: (2) The students will be able to identify the value|-Choral explanations/responses (one penny equals one cent). |-Counting varying coins in one example. |
|associated with a penny, nickel, dime, and quarter. |-Repetition of important concepts. |-Children count own coins daily (lunch money, school store |
| |-Reinforcement activities. |money, etc.) |
|Based on the analysis of all the assessment results, identify |Give more than one reason for the identified lack of success for|Discuss at least TWO things to differently in the future to |
|TWO learning objectives from the unit where students were least |each. |improve students’ performance. |
|successful. | | |
|Objective 1: (3) |-Not enough practice and reinforcement activities. |-Devise more practice activities. |
|The students will be able to count an array of coins up to |-Students do not learn basic math skills until 4th quarter. |-For activities –students will label coins by amount first then |
|$5.00. | |count them. |
| | | |
|Objective 2: (5) The students will participate in a role-playing| -Counting coins not fully understood. |-Use all one coin to purchase items. |
|activity demonstrating their knowledge of coins, their values, |-Abstract concept – students only practiced counting coins on |-Make prices 1 ₵, 5 ₵, 10 ₵, or 25 ₵. |
|and money exchange. |paper. |-Allow students more time. |
|Based on the analysis of assessment results, what other conclusions could be made about the students’ learning? |
|Objectives 1 and 2 (identification) were obtained through daily choral repetitions and reinforcement activities. This told me students learn identification concepts best through repetition and |
|exploration. The students were not completely ready for objectives 3, 4, and 5 because addition is not taught until the 4th quarter. While adding coins was not out of reach for most students, |
|more practice and activities was needed. |
|Based on the analysis of assessment results, how did making adaptations to instruction ultimately affect student learning? |
|Modifications for the subgroup (simplified worksheets, extra support, and constant guidance) proved beneficial for them. |
Narrative 4.2.1 Reflection on Future Professional Development (limited to 1page)
|Identify at least TWO aspects of instruction that could be improved. Explain reasoning. |What specific professional development opportunities/activities will help to acquire that |
| |knowledge or skill? |
|Aspect 1: Student-centered exploration – give examples of what to look for – checklist, graphic |Trial-and-error |
|organizer, extra guidance. |Practice |
| |Seminars |
| |Mentor |
| |Advice from skilled teacher |
|Aspect 2: Differentiated instruction – Vary more – learning centers. |Trial-and-error |
| |Practice |
| |Seminars |
| |Mentor |
| |Advice from skilled teacher |
Table 4.3.1 Communication Log (limited to 2pages)
|Date |Person Contacted |Method of Contact |Reason for Contact |Result or Impact on Instruction |Follow Up |
| | | | | |(if necessary) |
| |School Librarian |Face-to-face |Find book |Extra information provided |N |
|2/4 | | | | | |
| |School Librarian |Face-to-face |Find book |Extra information provided |N |
|2/6 | | | | | |
| |School Librarian |Face-to-face |Find book |Extra information provided |N |
|2/7 | | | | | |
|2/18 |PTA |Face-to-face |Set up mock school store |Necessary for role-playing activity |N |
Narrative 4.3.2 Reflection on Impact of Communications (limited to 1 page)
|The communication process was very smooth. Everyone was very helpful and provided me the assistance I asked for. The school librarian provided me with the Money Matters series books which |
|explained each coin in age-appropriate language and gave interesting facts. The students loved the books. The books were a great introduction to each identification lesson and reinforced the |
|important facts about each coin the students were responsible for learning in the unit. Two parents from the parent-teacher association (PTA) assisted me in setting up the mock student-store for|
|lesson 8. They set up the mock school store exactly as the school store the students attend each Friday. Their assistance allowed me to have a hands-on, real-world experience for the students. |
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related download
- observation records and witness statements
- literacy action plan template
- individual learning plan template emily walton s portfolio
- drdpr guide 08 child development ca dept of education
- examples of assessment criteria cemp
- project objective outcomes and outputs
- preschool anecdotal samples desired results
- ese exemplar s m a r t goals boston public schools
- task 1 contextual information learning environment
Related searches
- ielts writing task 1 examples
- ielts writing task 1 language
- ielts speaking task 1 questions
- ielts writing task 1 vocabulary
- ielts general writing task 1 sample letters
- ielts general writing task 1 sample test
- ielts writing task 1 maps
- ielts writing task 1 practice
- ielts writing task 1 sample
- ielts speaking task 1 topics
- effective learning environment for students
- 21st century learning environment school