Task Discuss relevant factors and how they may affect the teaching-learning process. Include any supports and challenges tha
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Teacher Work Sample
Submitted by:
Kelly Headrick
March 7, 2008
Grade : Kindergarten
Subject : Social Studies
Western Kentucky University
EDU 489
Student Teaching Seminar
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Table of Contents
Contextual Factors ……………………………………………………………3
Learning Goals …………………………………………………………………………………..6
Assessment Plan ……………………………………………………………..8
Design for Instruction ……………………………………………………… 13
Instructional Decision Making ……………………………………………..19
Analysis of Student Learning ………………………………………………21
Reflection and Self Evaluation …………………………………………….25
References ………………………………………………………………… 28
Appendices ……………………………………………………………….29
A. Unit Pretest/Posttest
B. Pr etes r oS teSt Ai-,s i%ve ► Key
C. Student Score Summary: Pretest
D. Student Score Summary: Posttest
E. Samples of Formative Assessment for Student N
F. Samples of Formative Assessni." , for Student S
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Contextual Factors
Knowledge of Community , District , and School Factors : This Title I elementary
school is located in the County School District. Although the town is growing,
with a population of around 14,000, the area still remains very rural. The school has the
largest enrollment in the district, with over 700 students. From preschool to sixth grade,
the school maintains a goal that all students can learn at high levels and that all students
can read at or about grade level. The school is predominantly Caucasian, with a few
students who are African American, Chinese, Japanese, Mexican, or biracial. There are a
variety of socioeconomic classes represented, with services such as free/reduced lunch
and an excellent family/resource center. There are structured procedures for everything
from behavior in the hallway, restrooms, and cafeteria, to a voice level rubric. The
school is lucky to have an iY:mrnense number of parent volunteers, as well as an active
Parent Teacher Organization and several community business partners.
A1J,._ ArEd A Jl' ^ i` Kii0wge oY Classroo 'K Z C i ris. f iieie ai'c niaily iactorrs that n akc 01is Yiindergar"teo
classroom student-friendly and a great place to learn. There are many resources and
materials available, including a vast library, 2 computers that students can access, a Smart
Board, overhead projector, posters with key vocabulary and concepts, and a wide variety
of manipulatives and center activities. There are reading and math blocks that are ability-
grouped before lunch, and the rest of the day is spent with students in their homeroom
conducting literature focus activities, social studies and science connections, and special
classes. Students are seated at tables of six, and schoolwide discipline procedures apply.
Parent/Teacher conferences are held regularly and a folder is sent home nightly to parents
e,u^with student ^iork and notes and Y epo rts c f behavv io .
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Knowledge of Student Characteristics . Based on Thoughtful Education, the students
have a variety of learning styles. The majority of students, 13, are Mastery learners,
which means they prefer structured and organized instruction and activities. 4 students
are Understanding, 4 students are Interpersonal, and 2 are Self-Expressive learners. The
students are all 5-6 years old, and there are 12 males and II females. They are
predominantly Caucasian, with one student who is Mexican-American and one who is
Biracial. The classroom has a predominantly American culture, with one migrant family,
and almost half of the students have parents who are divorced or remarried. All students
are proficient English speakers; I student speaks English as his second language but he is
very proficient. There are 2 students with IEP's who have been identified for special
education services. 4 students attend speech therapy, and 2 students attend Lit Lab
because of low reading skills. The students are very interested in sports, love to work on
the computers, and enjoy working in centers and hands-on activities. 75% of the
i assiooiii is considered aveiagelull glade level, while I5 /o ai'c above average. and 1 3%
are below. The students are considered developing readers. In regard to background
knowledge and prior learning, the students are limited on knowledge about the presidents.
They have discussed some historical figures briefly, but have not concentrated on
Lincoln, Washington, or other noted presidents. They have an idea who the president is,
but they do not understand the role the president plays or what the title really means.
They have discussed some of the presidents briefly, as they have learned about money,
but the majority of the information I teach will be new.
Instructional Implications : All of the before mentioned factors will play a vital role in
< ik^i ai^i^iiig lily iirau"i.iCtioii an d as3cssliic'ilt. nS':l_^.s^ i of a tut , 'Lux e pro ce dures and Sai rk,iuCt*wiC or the
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school , as well as this class , provide the framework for establishing a maintained
classroom environment while I am teaching. It will be important for me to be familiar
with and utilize the same rules that the students are accustomed to. The wide variety of
resources will prove to be helpful in facilitating student learning while i am teaching.
In a lot of ways , this class is typical of that of most Kindergarten classes. These
students are very energetic and social. As a result , it will be important for me to make
sure that all of my lessons are engaging and keep them actively involved . I will also need
to provide an abundance of hands -on learning experiences , which will provide additional
practice in still-developing fine motor skills, as well as many visual aids . Another factor
to consider is that most of the students are Mastery learners. This means that I must
make sure that instruction and processes are clear and structured, and that I provide step-
by-step directions.
Furthermore . I must also consider my students ' developmental levels. As a
w,vhole, the group is still developing as readers; thus, my assessments and activities must-
not involve long written activities as these skills are still progressing . Instead, I will
provide opportunities for students to show or explain what they have learned . I will also
need to make accommodations for my two students with IEP 's; I may need to provide
extra assistance for these students , including additional time, support , or readers /scribes.
Since the concept of presidents is relatively new to students, it will be my responsibility
to provide the foundation of this material . I will reinforce these concepts by connecting it
to information students have already covered , such as money , and the presidents that
appear on the currency they are so familiar with.
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Learning Goals
Learning Goal 1: The student will describe various leaders of our country and
interpret their historical significance.
Program of Studies- SS-P-HP-U-3: Students will understand that history has been
impacted by significant individuals and groups.
LGI aligns with this standard because the students will become knowledgeable about
important presidents of our country. These presidents were important leaders and
founders of our country, and thus have greatly impacted our nation's history.
Level of Bloom- Analysis: LG1 fits this level and is appropriate because it requires
students to analyze the accomplishments of our national leaders in order to interpret their
historical significance.
Appropriateness of Goal: This goal is appropriate for my students because it will provide
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knowledge will serve as the basis for later concepts, such as their relation to major events
that shaped our country. This goal will provide opportunities for hands-on learning,
which is vital to this age group. It will also allow students to be appropriately challenged.
Learning Goal 2: The student will explain the historical significance of holidays
such as Presidents ' Day and evaluate why these celebrations are observed today.
Program of Studies- SS-P-HP-S-3: Students will investigate the significance of patriotic
symbols, patriotic songs, patriotic holidays and landmarks (e.g., the flag of the United
States, the song "My Country, "A' is of Thee," the Fourth of July, Veterans' Day, the
Statue of Liberty).
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LG2 aligns with this standard because the students will become knowledgeable about the
patriotic holiday of Presidents' Day. Through learning about this holiday, its history,
why it exists, and why it is still observed today, the students will have a grasp on the
different leaders who helped to found our country. Once they learn the background
behind the holiday, the will be able to evaluate why it is important.
Level of Bloom- Evaluating: LG2 fits this level and is appropriate because it requires
students to learn the background of the holiday of Presidents' Day and justify why it is
still important to our country today.
Appropriateness of Goal: This goal is appropriate for my students because it will provide
them with a foundation of important presidents and historical figures, as well as the
background of a holiday that we all observe. This goal will provide opportunities for
hands-on learning, which is vital to this age group. It will also allow students to be
appropriately challenged.
Leaiariag Goal J+: The studelli will ewal late like hisior-ieai signnifle" ice of fka doflati
symbols, monuments , and landmarks
Core Content- SS-EP-5.2.1: Students will identify significant patriotic and historical
songs, symbols, monuments/landmarks (e.g., The Star Spangled Banner, the
Underground Railroad, the Statue of Liberty) and patriotic holidays (e.g., Veterans' Day,
Martin Luther King's birthday, Fourth of July) and explain their historical significance.
LG3 aligns with this standard because the students must be able to identify important
national symbols and what they represent in order to evaluate their significance to our
nation's history.
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Level of Bloom – Evaluating: LG3 fits this level and is appropriate because it requires
students to not only be able to identify various national symbols, monuments, and
landmarks, but to also understand what they represent and the story they tell. This
understanding will be the basis for evaluating why these symbols have historical
significance.
Appropriateness of Goal: This goal is appropriate for my students because it will provide
fundamental knowledge concerning important and historically significant national
symbols . This goal too appropriately challenges students , and provides opportunities for
use of technology and hands-on activities.
Overview:
Learning Goal Assessments Format of Assessments
Adaptations
Learning Goal 1: Pre-Assessment Pretest: Individual Pretest: The student will oral assessment O Each test given describe various Questions: i, 2, 3, S, individually to leaders of our 9, 10, 14 students. country and 0 Test questions interpret their are read orally historical to students and a significance. scribe is
provided to accommodate developing reading and writing skills and the two students with IEP's.
Formative Tools: Writing Formative Assessment prompt with rubric, . Level of
handouts, checklist, Support: anecdotal notes Students with Criteria: Students IEP's may need write about what ^ additional
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they would do if personal they were president, assistance on complete a Lincoln activities, such handout where they as readers or circle the picture scribes. that represents a fact • Time: Students about him, put with IEP's may events of his life in need additional order, construct time to complete Lincoln's log cabin, assignments. Washington handout • Input: Many (put an X on facts visual, engaging about him), activities, as construct well as hands-on Washington's hat, learning Comparison (hold opportunites. up puppet of president that corresponds with fact read); (anecdotal notes/checklist).
Post Assessnieiit Post Test: Post Test: (See (Summative) Individual oral above adaptations
assessment for pretest) Questions: 1, 2, 3, 8, 9, 10, i4
Learning Goal Assessments Format of Adaptations Assessments
Learning Goal 2: Pre-Assessment Pretest: Individual Pretest: The student will i oral assessment • Each test given explain the Questions: 5, 6, 7 individually to historical students. significance of • Test questions holidays such as are read orally Presidents' Day and to students and a evaluate why these scribe -is celebrations are provided t:, observed today. accommodate
developing reading and writing skills and the two
I I I students with IEP's.
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Formative Tools: Writing Formative: Assessment Prompt and scoring • Level of
rubric Support: Criteria: The student Students with describes when IEP's may need Presidents' Day is additional and why it is personal celebrated. assistance on
activities, such as readers or scribes.
• Time: Students with IEP's may need additional time to complete assignments.
® Input: Clear instructions and processes given to accommodate Mastery learners.
Post Assessment Post Test: Post Test: (See (Summative) Individual oral above adaptations
assessment for pretest) Questions: 5, 6, 7
Learning Goal Assessments Format of Adaptations Assessments
Learning Goal 3: Pre-Assessment Pretest: Individual Pretest: The student will oral assessment • Each test given evaluate the Questions: 4, 1 1, 12, individually to historical 13 students. significance of o Test questions national symbols, are read orally monuments, and to students and a landmarks. scribe is
provided to accommodate developing reading and writing skills and the two students with IEP's.
4 V ximL1 W / l Vrli. . lvi L. 1 Oflila^J VC.
Assessment l Rushmore 1 e Level of
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Post Assessment (Sulmmati v c)
presidents handout, presidential coins handout, Puzzle Pieces handout (identification of national landmarks and symbols). Criteria: The students recognize the four presidents on Mt. Rushmore and key information about each, as well as the presidents who are on major currency, and national symbols and landmarks of our country.
Post Test: ii,uivluual via,
assessment Questions: 4, 11, 12, 13
Support: Students with IEP's may need additional personal assistance on activities, such as readers or scribes.
e Time: Students with IEP's may need additional time to complete assignments.
® Input: Clear instructions and processes given to accommodate Mastery learners. Many visual, engaging activities, as well as hands-on learning opportunites.
Post Test: (See above adaptations for pretest)
(See Appendix A for Pre/Posttest Assessment) (See Appendix B for Answer Key)
In order to measure student growth and progress, the pretest and posttest were
exactly the same. The tests were given orally to students individually, with the teacher
recording student responses. Questions 1, 2, 3, 8, 9, 10, and 14 align with learning goal
1; there are more questions that represented this goal as a result of its broadness.
Questions 5, 6, and 7 aligned with learning goal 2, and questions 4, 11, 12, and 14
correspond with learning goal 3. There were a variety of types of questions on both the
pretest and posttest. Questions 2 and 3 were selected response, in the form of multiple
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choice, asking students how a president is chosen and who can become a president.
Questions 8-10 and question 13 were selected response, in the form of matching, asking
students to match the presidents' names with the coins they are on, and to match the Mt.
Rushmore presidents' names with their pictures. There were also 7 constructed response
questions. Number I asks students to describe what a presidents is and what they do,
while number 4 asks students how many stars and stripes are on the flag. Questions 5, 6,
and 7 ask students to describe when Presidents' Day is, why it is celebrated, and whose
February birthdays the holiday is based on. Questions 11 and 12 relate to identifying the
White House and the Statue of Liberty, as well as their locations. Question 14 is a
Performance Question, which requires students to compare and contrast Washington and
Lincoln. A 3×4 rubric was utilized for scoring the performance question.
There are a total of 14 points on the pre- and post-assessments. Each question has
the value of one point, regardless of its structure or number of parts. There were 7 points
ref fecling LG i, 3 points for LG2, and 4 points for LG3. In order for the students to nmeei
mastery for the overall test, they must score 11 points out of the possible 14, or 78.57%.
Mastery criteria for LG 1 is 6 out of 7 (85.7%); mastery for LG2 is 2 out of 3 (66.7%);
and mastery for LG3 is 3 out of 4 (75.0%).
A variety of assessment modes and methods will be incorporated into formative
assessments. Each day of the eight-day unit will consist of a new topic or concept; even
though concepts will build upon one another, it will be important to frequently
formatively assess student progress before moving on to new material. I plan on using
handouts that require students to recognize examples from nonexamples. As this is a
Kindei:gar ten class, a lot of assessment will be conducted on are individual basis, and
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there will be many opportunities to assess by observations , checklists , or anecdotal notes.
There will be independent and whole class activities that will be assessed , and additional
assistance and reinforcement may need to be provided before moving on . A review will
be given prior to the posttest and any misconceptions will be clarified.
Design for Instruction
There were 21 students that took the pre-assessment. None of these students met
the criteria for mastery . The highest grade on the pretest was 8 out of 14. The overall
class average was 2 . 9 out of the possible 14 points, or 21%. 6 students scored I out of
14, which was the lowest score . There were several students who scored 2's, 3's , or 4's,
and one student who scored a 7. Only one student achieved mastery for LG 1, and the
average score for this goal was 2.4 out of 7 points, or 34 %. None of the students reached
mastery for LG2 or LG3 . The average score for LG2 was 0.24 out of 3 possible points,
or 8%, and the average score for LG3 was 0 . 38 out of 4 possible points , or 9.5%.
The results of Elie pretesi led to several conclusions. The students clearly do not
have a deep understanding of the concepts on the pretest , thus in-depth instruction will be
needed concerning all three learning goals. The unit will cover eight days, with a new
concept being introduced each day, while building on previously learned material. The
students collectively scored best on LG I questions ; however 34% is far from mastery.
They majority of the instruction , as reflected on the pre-assessment , will focus on LG1
because it is more broad than the other two goals . One child did reach mastery for this
goal, so concepts will be enhanced and new material will be covered to accommodate this
student.
(See Appendix C foi l detailed spveadsheet of student results on pretest.)
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Overview:
Day Lesson Title Instructional Addressed Assessments Strategies/Activities Learning
Goal Day 1 What is *Presidents' Day Learning Writing Prompt (with
Presidents' introductory video Goal 2 scoring rubric): When Day? from United is Presidents' Day?
Streaming Why do we celebrate * Whole-group it? discussion: why and when is it celebrated?
Day 2 What is a *Introduction: Read- Learning Classroom President? aloud Teacher for Goal 1 observations (during
President discussion and *Complete "What is completion of concept a President?" map). concept map as Writing Prompt (with whole group, scoring rubric): If I including roles and Were President I responsibilities. Would… * Whole-group discussion of how a president is elected. *Ice cream election: the class votes for their favorite kind of ice cream to demonstrate the election process.
Day 3 Abraham *Introduction: Read- Learning *"Young Abraham" Lincoln aloud Just Like Goal 1 handout (students are
Abraham Lincoln read various facts and and A Picture Book must circle ones that ofAbraham Lincoln. apply to Lincoln). *Whole-group *-Sequencing handout discussion about key (students cut out points in his life maior events in his history and life and must put them accomplishments. in order). *"Do You Know *Construct a model of Who's On the Lincoln's log cabin Penny?" song. (using popsicle sticks *Guest Speaker I on construction paper) (dressed as Lincoln. j .,. ^`d _ ;acts thai
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presented his story they have learned. to entire Kindergarten).
Day 4 George *Introduction : Read – Learning *Construct a mini- Washington aloud A Picture Goal I book of George
Book of George Washington (with key Washington . facts about him). *Whole-group * Handout (students discussion of life place an X on pictures history and that show things that accomplishments . pertained to him).
*"Do You Know *Construct his "3- Who's on the corner hat" (when hat Quarter?" song . is complete , they must
tell something they learned about Washington in order to wear it).
Day 5 Comparing * Review of facts Learning * Handout (list of and about Washington Goal I facts , students color Contrasting and Lincoln ' s lives . whether it represents Washington * Complete Venn Lincoln , Washington, and Lincoln Diagram pocket or both).
chart as whole-group * Each student (facts written on constructs puppets of sentence strips). Washington and
Lincoln (observation/anecdotal notes ). Asa fact is read , they must raise the puppet that corresponds with it (may be Lincoln, Washington, both, or neither). * Students may sort the sentence strips into the appropriate pockets on the Vern
Diagram chart for additional reinforcement.
Day 6 Mount * Introduction : Learning * Observation and Rushmore Mount Rushmore Goal 3 anecdotal notes during
video from United (also discussion.
L Streaming. Learning *Handout (A fact
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* Whole-class discussion of history of the monument , its scale , and how it was constructed . *Reading from The Mount Rushmore Presidents big book from Core Knowledge. *Introduction of the 4 presidents on the monument.
Goal 1) about a president is read and the student must identify the president by placing a corresponding number by it).
Day 7 A Deeper * Introduction : Read- Learning * Handout: Look at aloud Thomas Goal 3 (also Presidential coins Theodore Jefferson and Learning (students identify Roosevelt Theodore Roosevelt . Goal 1). which presidents are and Thomas * Whole-class shown on common Jefferson discussion about life coins).
history , interesting * Roleplay (anecdotal facts , and notes/observations): accomplishments , Students come up and including the legend say a fact they learned of the teddy bear . about either Roosevelt
or Jefferson (from their point -of-view), and the rest of the class must decide which one it corresponds with.
Day 8 Symbols of *Flag video clip Learning * Handout: Pictures of our Country from United Goal 3 the flag, the White
Streaming . House , the Statue of *Statue of Liberty Liberty , and Mount clip from United Rushmore are given. streaming . The students must *Discussion of identify the history and monuments/symbols significance . and color them *Tour the White accurately and House (show realistically. pictures of White House , including those from personal
I I trip.) Discussion of ( I I what living in the
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White House would entail.
Activity One:
One activity that demonstrated a variety of instructional strategies/techniques
occurs on Day 2, in the lesson over what exactly a president is. These activities were
chosen because the unit will cover a number of important presidents who have impacted
our nation's history. In order for students to understand the significance of these
presidents, they must first understand what a president is, including their roles and
responsibilities, and based on the results of their pre-assessments, the students have very
little understanding in this area . This set of activities correlates with LG 1. The book
Teacher for President will be read aloud, in which a student explains to a news station
why they feel their teacher would make a great president, because of the roles she fills
and the qualities she possesses. Based on the information from the book as well as
additional tactors, the students will complete a concept chart entitled "What is a
President?" as a whole-group. Then, the students will learn about how a president is
elected by the people of the United States who vote, and a mock election will be held,
voting for the class's favorite kind of ice cream. This will model a simplified version of
the election process for the students. Finally, students will be assessed by completing the
writing prompt "If I were president, I would…" Students must consider actual roles and
responsibilities the president has when responding; and their answers will show whether
they truly grasp what the president does.
Activity Two:
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Another activity designed involves students comparing and contrasting Abraham
Lincoln and George Washington. Based on their pretests, the students have little
background knowledge about these two presidents, but it is very limited. The also have
not looked at similarities and differences between the two. These activities relate to LGI
as well, and provide a variety of hands-on activities for students. This lesson would
begin with review of important facts about the two presidents. Then, as a whole-group
the students would complete a Venn Diagram pocket chart. As the students present an
idea or fact, I will write it on a sentence strip and we will place it in the appropriate
column of the diagram. Then, students would complete a handout, in which a fact is read
and they must color to signify if it corresponds with Lincoln, Washington, or both.
Finally, additional assessment would be provided as students would construct a puppet of
Lincoln and Washington. When a fact is read, they must hold up the puppet that
corresponds; it may be about Washington, Lincoln, both, or neither. Anecdotal notes and
observations would rye utiiized. To provide additionai reinforcement, the students might
go to the Venn Diagram pocket chart as a center, and sort all of the sentence strip facts
into the appropriate column.
Activity Three:
A third activity that will be used, which correlates with LG3, occurs on Day 6 of
the lesson, which covers Mount Rushmore. Based on the pretest, the students have no
prior knowledge on this subject. The lesson would begin with a video clip from United
Streaming. This clip was chosen because it really shows the construction process of the
monument, as well as its scale. There is even one portion that shows one of the workers
scaling down one of the sculptures' noses. A whole-group discussion will be conducted
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to review the history of the monument, as well as how it was constructed and why. We
will discuss how all of this hard work was done to honor these presidents, and what
exactly this means . Next, a big book about Mount Rushmore will be read, which gives
an overview of the four presidents who appear on it. This is great review of Lincoln and
Washington, and an introduction is provided of Roosevelt and Jefferson, who will be
covered more in depth on the following day. The students will be assessed by
observation and anecdotal notes during discussion. They will also be assessed by
completing a handout, which has pictures of the four presidents on Mount Rushmore. I
will read a few facts about a president and identify their name, then the students will
write the number I give them for that president beside their picture.
Technology will be greatly utilized for planning and implementing this unit. First
of all, i will use the Internet to research concepts that will be taught and find materials to
be used during instruction. I will also incorporate video clips into instruction; these tools
can demonstrate some concepts (such as the scale of monuments) visually. The videos
will be shown using a projector onto the Smart Board. The Smart Board will also be used
to show pictures of presidents, symbols, or landmarks.
Instructional Decision Makin
There are many times during teaching where one must alter their original plans to
meet the learning needs of ail students. The first instructional decision occurred during
Day 2 over what a president is. We were briefly discussing hov-1 our president is chosen,
how the
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