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KansasKansasPerformancePerformanceTeaching Teaching PortfolioPortfolio TemplatesTemplates

Teacher Education and LicensureKansas State Department of Education

120 SE 10th AvenueTopeka, KS 66612-1182

www.ksde.orgContact: Kathy Boyer (785) 296-7945

[email protected]

http://www.ksde.org/

Kansas Performance Teaching Portfolio

KPTP TemplatesKPTP Templates

The following templates are to be used in accordance with the Kansas Performance Teaching Portfolio document. The templates are a resource that can be used for submitting your KPTP document.

Note: text fields and charts can be extended as needed when used to type in.

Task #1 - Contextual Information & Learning Environment FactorsTask #1 - Contextual Information & Learning Environment Factors

Narrative 1.1.1 General Contextual Information (limited to 1 page)

Community Type – The school is in a suburban community outside of a metropolitan area. Most of the community consists of middle class residents that live in the metropolitan city and travel to the suburban city next to it. The community also includes residents from the suburban city. Low to middle class residents live in the suburban city where the school is located. The community is clean and has many recreational activities available for use to the public. The community offers public management services that include police officers, firemen, and emergency medical services. The community continues to see growth, and new homes are being built within the community. The district crime level is low. The community consists mostly of English speaking Caucasian residents.The school district is located in a suburban city outside of the northwest side of the metro area which is rapidly growing. There is a lot of new development in the district, which helps fund the district from property taxes. The district is the center of the community events in the suburban city. The district is the 12th largest district in the state containing nine buildings which serve 6,600 students. The district’s ethnic diversity out of 6,615 students is 80% Caucasian students, 8% Hispanic students, 2% African American, and 8% other ethnicities students. The assigned elementary school’s ethnic diversity is 79% Caucasian students, 10% Hispanic students, 2% African American students, and 8% of other ethnicities students out of 701 students. Out of 6,615 students in the district 15% are economically disadvantaged leaving 85 percent not economically disadvantaged. Out of 701 students in the assigned elementary school 80% of the student body is not economically disadvantaged, leaving 20% of the student body who are disadvantaged. Both the school and the district have an equal ratio of girls versus boys. Despite its size the district is still able to maintain small town qualities and a friendly atmosphere. The district wide character traits are to be taught at all grade levels which include friendship, compassion, respect, responsibility, generosity, self-discipline, honesty,

Page 1Kansas State Department of Education Fall 2011


cooperation, acceptance, and perseverance. The district gave each teacher a notebook which has grade level activities and lesson ideas to teach the students the character traits. The district wide character traits are implemented to help with bully prevention. Character in Me is also part of the school wide program based on the book 7 Habits of Happy Kids by Sean Covey. The seven habits include: be proactive, begin with the end in mind, put first things first, think win-win, seek first to understand then to be understood, synergize, and sharpen the saw. Bus drivers are even expected to implement these plans to aid with bully prevention. The district allows teachers to create their own schedule to meet KSDE common core and standards. Teachers are expected to teach all grade level standards and common core. In each elementary school they have dedicated 30 minutes to intervention in reading for MTSS. This is a time where teachers have split up students into personal reading levels. The students go to different classrooms based upon their level where the teacher focuses on a certain skill with those students. The elementary schools also have a math intervention program where teachers design activities for various student performance levels.

Table 1.2.1. Class Contextual Information (limited to 1 page)

Grade level ____2___ Content area (e.g., mathematics) __reading__ Topic (e.g., geometry) Fluency and Comprehension___

Age range of students ___7-8 years old__ Number of male students ____12____

Total number of students ____23____ Number of female students ___11_____

Percentage of students receiving free lunch _______13%___ Percentage of students receiving reduced lunch____23%__________

[if free/reduced lunch information not available for class, provide school percentages]Area in which students live (check all that apply) Urban _____ Suburban __X__ Rural ______

Ethnicity of students (give numbers)

______ African American or Black ___3___ Hispanic or Latino

______ Native American/Alaskan Native ___17__ White

___1__ Asian or Pacific Islander ______ Other (specify) __________

Language proficiency of students (give numbers)

____21__ Fluent English Proficient ___0___ English Language Learners

Identified special needs categories represented (give numbers)

___2___ Specific Learning Disability ____1__ Speech/Language Impaired

_______ Hard of Hearing _______ Visually Impaired

_______ Deaf _______ Orthopedically Impaired



_______ Deaf-Blind _______ Emotionally Disturbed

____1__ Other Health Impaired _______ Autism

_______ Multiple Disabilities _______ Mental Retardation

_______ Brain Injury _______Gifted

___1___ Established Medical Disability (0-5 yrs) _______ Developmentally Delayed

_______ At risk for developmental disabilities ___1___ Other (Specify)_ADHD_______

Subgroup Selected (describe the group): The subgroup is made up of three male students and one female student. Three of the students have exceptionalities, two of which attend a class for students with exceptionalities for some parts of the day. However they are involved in inclusive activities. The other student with exceptionalities is in the regular classroom and is not medicated for the exceptionality.

Rationale for Selection: Lack of ability to focus and complete a task on their own.

Table 1.2.2 Student Characteristics and Implications for Instruction (limited to 1 page)

Student CharacteristicsSpecific Descriptions

Indicate whether this was for the Whole Class (W) and Subgroup (S)

Specific Implications For Instruction Whole Class (W) and Subgroup (S)

Intellectual Characteristics- Including readiness, cognitive abilities, learning needs, developmental levels, etc.

WReadiness-most are engaged and ready to learnCognitive abilities- able to learn new tasks, with explanation and repetitionLearning Needs- 2 students with learning disability, 1 with non- medicated ADHD, and 1 student with repetitive non-compliant behaviorDevelopmental levels-

SReadiness- easily distracted, not preparedCognitive abilities- capable, but students are at different levelsLearning needs- need small group attention, may need extra incentives to complete taskDevelopmental levels- co-dependent, need a model or help

WStudents will need an engaging on level lesson for readiness. Cognitive abilities are strong, if it deals with math or reading. Differentiated instruction needed for diverse levels of learning needs. Differentiated instruction needed for different developmental levels

SDifferentiated instruction and materials needed for diverse levels of learning needs, readiness, and cognitive abilities. Materials will need to be cloze-like procedure. Students will need constant reminders to stay on task and focused. Teacher will need to motivate students for production on.



diverse, 5 students are at risk , 5 enrichment,11 are average

Previously demonstrated academic performance/ ability:

% Above standard ____ % Meets standard ___ % Below standard ___

WThe class make up is 25% above standard. 50% of students meet standard and 25% of students are below standard.

S75% of the students in the sub group scored below standard. 25% of the sub group students meet standard.

WThe class will need extra preparation and guidance throughout lessons due to the fact of being behind compared to other second grade classes in the school.

SActivities will need to be on students’ specific level to their ability. There will also have to be more preparation and guidance due to the fact of at risk students and some risk students.

Social Characteristics- Including emotional, attitudinal, motivational, etc.

WMost are emotionally stable, ready to learn, and learning to be self motivated.

S Easily distracted, trouble staying focused, and on task. Non-compliant behavior. Need reminders to work, and special attention.

WThe class will be relatively interested in learning; there will be a few that will need immediate attention getters. Teacher will also have to model expected performance before allowing students to work independently.

SActivities should be planned to push self determination. Partners should be carefully selected, and work should provide motivation to complete on their own.

Personal Characteristics- Including physical, social, individual experiences, talents, language, culture, family and community values, etc.

W-physically sound, socially acceptable, 10% of families are divorced or going through separation, language- English as a first language, culture-United States suburban, community-non-impoverished

SSome heath conditions, display non socially acceptable behaviors, one family is divorced, language- English as a first language, culture-United States suburban, community-non-impoverished

WThe class is coming from a middle class suburban cultural background. May need background knowledge to other cultures, languages, and experiences; due to lack in cultural diversity.

SSub-group will need certain partners to help display socially acceptable behavior. Will need insight into background of other cultures, languages, and communities; due to lack in cultural diversity.



Table 1.3.1 Focus Students Information (limited to 1 page)

Describe this student using information from

Table 1.2.1Why was this

student selected?What was learned about this

student? Address characteristics from Table 1.2.2

Based on this information, what are implications for this student’s

instruction?

STUDENT A

Learning disability, health impaired, speech therapy.

Multiple needs: learning disability, speech therapy, physical therapy, occupational therapy (fine motor impairment), and health impaired (Crones disease). This student has multiple needs that need to be addressed by the teacher.

IntellectualInclusion in all subjects except reading however has inclusion for reading rocks (specific reading focus groups for MTSS).

During subjects that student does have inclusion, teacher should be checking for understanding. Teacher should provide materials that will help student succeed and deal with any issues.

SocialDoes display non-socially acceptable behavior, in which she is given props to help with certain disabilities.

Teacher should allow the use of certain props to help with fine motor and gross motor movements.

PersonalHas Crone’s Disease, second time repeating second grade, physical therapy needed for specific motor movements, speech therapy

Teacher should be prepared for prior learned knowledge of second grade, however be able to help with areas that are in need of improvement.

STUDENT B

No special needs noted by factual information

This student has a non-compliant behavior, attention problems, needs special help and guidance to complete activities, however is not noted as a student with special needs.

IntellectualAt risk student in math, reading scores meet standard

Teacher should be aware of needs and be able to help supplement material as needed. Teacher should make material on level and check for understanding frequently.

SocialDisplays non-socially acceptable behavior which is disruptive to learning for others and self, lack of skill to interact appropriately with others.

Teacher should be aware of social behaviors and should partner student in a way that is productive to social behavior norms. Student should be checked on for appropriate interaction and willingness to participate.

PersonalStruggles with staying on task,

Student will need to be reminded frequently to stay on task and ask



easily distracted, lack of self confidence, lack of self motivation, from recently divorced family, attends counseling session in, and outside of school.

student if they understand the material being taught.

Narrative 1.4.1 Classroom Learning Environment Implications (limited to 2 pages)

WHOLE CLASS: Positive learning environment- centers were implemented on the days where the teacher will test students on fluency abilities; centers are there to promote self-motivation, positive classroom behavior, cooperation, and active engagement. On the first two days of the unit and last two days of the unit, the teacher will need to test students on fluency ability for pre-test and post assessment. While teacher is testing individual groups, students will be working at centers that involve working with poetry and fluency. Days that do not involve testing will be direct instruction days with some small group or partner activities. Direct instruction will explain and review key concepts to fluency using explicit instruction and modeling. Students will be grouped into academic abilities levels (high, high-average, low-average, and low) based off of state testing scores. Students will be given a corresponding poem to their level that they will work on and review during the unit. They will be working in specific academic groups throughout the unit concentrating on their on-level poem. They will also be tested on their specific level poem. SUBGROUP: Provide students with differentiated reading material based on reading level. During centers one of the activities involves copying a poem. The sub-group students are usually non-compliant or slow during handwriting activities. Because of this, a special Cloze-like Procedure poem will be provided to sub-group. The fill-in-the blank poem is designed for self-motivation, cooperation, and positive classroom behavior. Teacher will check in with sub-group students to make sure that they are on task during direct instruction and group activities. Teacher will note in lesson plans to provide time to check on those students in the sub-group to make sure that they are on task. FOCUS STUDENT A: Student will be provided with a slightly raised handwriting device to write upon. Student is in need of this device due to her fine motor skills. Student will also be provided with special materials that are appropriate for student’s cognitive level and abilities. Student will be provided with certain partner for partner activities to insure understanding, positive relationships, and cooperation. Will be given Cloze-like procedure poem to promote purposeful learning in the classroom. Student will be provided with a para educator. Student will take all assessments in assigned room where the help will be provided to complete assessment (this is specified in the student’s IEP). The accommodations were made for this child to ensure learning at specific level is accomplished with special adaptations for specific learning disabilities and impairments.FOCUS STUDENT B:



Student will also be provided with special materials that are appropriate for student’s cognitive level and abilities. Student will be provided with certain partner for partner activities to ensure positive classroom behavior, positive relationships, active engagement, and cooperation. Student will be given Cloze-like procedure poem to promote self-motivation, positive classroom behavior, and active engagement. Also teacher will be checking in on focus student B to make sure that they are on task. Special reminders will be put on lesson plans to make sure that this specific student is monitored.The accommodations were made to help this student stay focused and on task. They were also made to promote a positive learning environment for this focus student and the other class members. This focus student will be a distraction if not self motivated and kept on task.

Task #2 - Designing InstructionTask #2 - Designing Instruction

Table 2.1.1 Grade Level, Content, Topic, and Rationale (limited to 1 page)Category Description

Grade Level Second

Content Area Language Arts

Unit Topic Fluency Using PoetryState Standards Addressed(written format)

Reading: 2 nd Grade

Common Core Standard: 4Read with sufficient accuracy and fluency to support comprehension.a. Read on-level text with purpose and understanding.b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Physical Fitness

Content Standard: Activity Appreciation



Standard 6: The student values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction. Benchmark 1: The student will appreciate various physical activities.Indicator b. willingly tries new movements and skills.

Physical FitnessContent Standard: Personal and Social Behavior Standard 5: The student exhibits responsible personal and social behavior that respects self and others in physical activity settings. Benchmark 1: The student will demonstrate self-management. Indicator a: follows instructions and class procedures while participating.

Visual Arts-BasicStandard 1: Understanding and Applying Media, Techniques, and ProcessesBenchmark 1: The student explores a variety of art media, techniques, and processes.Indicator 2: Uses a variety of techniques, such as modeling, painting, drawing, coloring, cutting, gluing, printing.

Math Common Core Standards2.MD.10. Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems1 using information presented in a bar graph.

Average Lesson Time 30 minutes

Why did was this unit topic selected?

This topic was chosen because the first unit in their reading book is about poetry, and this subject is taught during a time period called “Reading Rocks.” This is an MTSS strategy the school implemented so that each child could read at their own level and be concentrating on one of the following things: enrichment, fluency, comprehension, or phonics. This was selected to make the class concentrate on fluency by reading a group poem that is based on their own reading level. There are four groups in total with four different reading levels.

How does this unit address state curriculum standards?

- Student will read on-level text with purpose and understanding.- Student will read on-level text orally with accuracy, appropriate rate, and expression on

successive readings.- Student will use context to confirm or self-correct word recognition and understanding,

rereading as necessary.



- The student will appreciate various physical activities by willingly trying new gross motor movements and skills.

Why is this unit appropriate at this time?

Reading Rocks is a structured time dedicated to on-level reading fluency, comprehension, enrichment, and phonics. This lesson concentrates on on-level reading fluency. This unit was made for the beginning of the year before all second grade classes split up into sub-groups depending on personal reading ability during Reading Rocks time. This unit introduces what they will learn in the future.

Table 2.2.1 Unit Design Table (limited to 4 pages)

Obj. No. Unit ObjectivesLevel(s)

(e.g. Bloom’s Taxonomy)

1The student will be able to read with sufficient accuracy and fluency to support comprehension.

Application

2Apply purpose and understanding while reading on-level text.

Application

3 Use context to check or self-correct word recognition and understanding, if necessary rereading. Application

4 Select definition for rate, accuracy, expression, and comprehension.Knowledge

5 Apply appropriate rate, accuracy, and expression to on-level text Application

Etc.

Preassessment:Pre-assessment will evaluate knowledge of rate, accuracy, and expression. Will evaluate how student applies knowledge of rate, accuracy, and expression while reading on-level text. Pre-assessment will evaluate comprehension of student while reading on-level text. Based assessment off of DIBELS testing.

Describe the pre- Explain Explain the specific Which objectives Identify how the Describe specific Page 9

Kansas State Department of Education Fall 2011


assessment usedrationale for

choosing this assessment

adaptation(s) made for Students A and

B OR why no adaptation(s) are

needed

does this assessment

address?assessment will be

scored

student results and how those results will impact the unit

plan

Pre-assessment will grade student’s performance on objectives. The assessment will concentrate on student’s application and knowledge of rate, accuracy, and expression while reading on-level text. The assessment will also grade comprehension of text that was read by asking student to perform a retelling. Students will have to read an on-level text to perform the assessment.

Rationale-assessment will concentrate on student’s ability to perform objectives. The objectives are based off of the common-core reading standards. The students will be given on-level text to read based upon individual performance in state testing

Student A and Student B were placed into an appropriate group based upon reading level assessed by state assessments.

All objectives are addressed with this assessment. Students are to perform knowledge and application of the skills that will be learned in the objectives.

The assessment will be scored based upon performance in the following areas accuracy, comprehension, rate, and expression. Teacher has provided certain goals with numbers that correlate with expectation of students to perform on the assessment.

The results of the pre-assessment will help me to determine the background knowledge and reading ability of the students.



Lesson

Date

V T R I

C*

Lesson

Objective(

s)

Instructional Activities/Strategies

Formative Assessment

(formal/informal)

Describe Specific Adaptations/

Differentiation

1

9/2/11

T,C,

1,2,3,4,5

Personalized Centers1. Students take exam orally (differentiated exam based on

reading level from DIBELS assessment)2. Computers-Shel Silverstein (listen to expressively read

poems, activities dealing with poetry)3. Listening Center (Shel Silverstein Runny Babbit

expression and accuracy)4. Poetry writing activity “Line up” poem

Pre-Assessment is given to test students on objectives 1,2,3,4, and 5. This assessment will require students to orally read an on-level text with accuracy, expression, rate, and comprehension.

Sub-group and focus students will be provided with a certain Cloze-like procedure paragraph to help promote self- motivation in center work. Students will be grouped into four different reading levels based upon state assessment data. (They will be grouped this way with the on-level text for each day of the unit)

2

9/6/11

T,C,

4,5 Personalized Centers1. Students take exam orally (differentiated exam based on

reading level from DIBELS assessment)2. Computers-Shel Silverstein (listen to expressively read

poems, activities dealing with poetry)3. Listening Center (Shel Silverstein, Runny Babbit

expression and accuracy)4. Poetry writing activity “Line up” poem

Pre-Assessment is given to test students on objectives 1,2,3,4, and 5. This assessment will require students to orally read an on-level text with accuracy, expression, rate, and comprehension.

Same adaptations as Lesson 1. Students that are learning disabled will be accompanied by a para who will help guide them through their centers.

39/6/11

T,C,R,I

1,2,4,5

Students will take a formal formative assessment to help teacher form lessons for knowledge over objective 4. Opening-Teacher will explain the four elements of fluency accuracy, rate, expression, and comprehension. Teacher will explain today’s

Students will take a formal multiple choice assessment showing what the students

Student A and a student from the sub-group will be allowed to take their formal



focus accuracy. Teacher will explain the exercise to practice accuracy. The exercise will include Runny Babbit by Shel Silverstein, a book that is written with mistakes on purpose. Students must correct those mistakes while listening to the CD. Students will look through their poem circling any unknown words.

know about objective 4.

formative assessment in their learning needs home room. All other students will have the test orally read to them with repetition.

4

9/7/11

T,C,R

2,3,4,5

Students will review accuracy by correcting a Runny Babbit poem. Teacher will explain the day’s focus of comprehension. Students will practice good comprehension skills by getting into groups. The groups are based on which poem the students were given when they tested on day 1 and 2. Students were given selected reading materials and put into groups based upon scores on state testing. Students will need to circle any unknown words and find those words in a dictionary.

Focus students and student A and B will be monitored for problems in their groups. Teacher will be standing by to intervene due to any disruptions or off task behavior.

5

9/8/11

V,T,C,R

1,2,3,4,5

Informal assessment will be given before and after lesson details in assessment column. Students will have a review of objective 1,2, and 4 by having students perform corrections on a Runny Babbit poem, by Shel Silverstein. Lesson will consist of direct instruction with peer involvement on the meaning of expression. Class participation from all students will be involved in the direct instruction. Lesson will consist of changing one sentence “you have blue eyes” to have different end marks. Students will perform sentence with certain expression for each end mark. To check comprehension of the element of expression each student will be given one line from a poem. As a class we will read the poem. Students must read a line of the poem aloud when it is their turn with appropriate expression.

Informal assessment students will be asked general questions about objective 4 before and after the lesson. Teacher will gage assessment by knowing how many students were raising their hand to answer the question.

Students with low reading ability were given special parts in the whole group sequential parts choral reading strategy. Student B and the student with ADHD were given special parts at the end of the poem to help with attention and focus.

6 9/9/11

T,C,R,I

1,3,4,5

Students will have a short review over fluency elements that were learned. Teacher will explain the day’s focus of rate. Lesson will consist of direct instruction with whole group participation. Students will listen to teacher say a poem with different rates. Then students will mimic the different rates. Teacher will explain appropriate rate. Then students will grade teacher on rate and expression using a bar graph to chart

One focus student and student A have a para-educator who will help guide their interaction with the lesson. Teacher will keep an eye on other



teacher’s performance. The graph will be used with partners for the next lesson.

focus student and Student B to make sure that those students are focused and on task.

7

9/12/11

T,R,I

3,4,5 Teacher will check comprehension of the lessons with an informal assessment before and after the activity; details are in the assessment section. Teacher will explain how to graph for rate and expression one more time. Students will then have a selected partner to grade. This partner will have a different poem from them, but partners were selected upon staggering reading abilities. The students will grade their partner based upon partner’s ability to read with appropriate rate and expression. Students will then fill in the bar graph appropriately.

Informal assessment will include a review over all of the fluency elements learned. Students will raise their hand or the whole class will answer questions together. Teacher will grade the assessment by knowing participation and accuracy of answers.

For partner reading sub-group, student A, student B, and low students will be assigned a specific partner that will balance their needs and help avoid any disruptions or off task behaviors.

8

9/13/11And 9/14/11

V,T

1, 2, 3, 4, 5

Students will take the final formal formative assessment which will determine the student’s knowledge of objective 3. Then they will take a summative assessment that will determine the knowledge of all objectives. To ensure teacher with time to hear each student read, students will be split up into center groups.Personalized Centers

1. Students take exam orally (differentiated exam based on reading level from DIBELS assessment)

2. Computers-Shel Silverstein (expressively read poems)3. Readers Theater “The Three Little Pigs” (with para)4. Poetry writing activity “Line up” poem

Formal assessment will assess students’ knowledge of all objectives

One student from sub-group and focus student A will be allowed to take the formal assessment in a separate classroom due to their special needs.

Summative Assessment:

This is the same as the pre-assessment to ensure that the students have gained knowledge and are able to apply gained knowledge. Also students performance on the pre-assessment show that the students need great improvement to be able to meet objective for this unit.



*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.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 are based off of the second grade common core standards for reading. The objectives will help get the students ready to start the year off knowing what is expected of them while reading.

Why are the lessons sequenced in this manner? The lessons are sequenced in this manner to first test prior knowledge, then build knowledge, and finally test what has been learned.

Why were these instructional strategies/activities selected?

These instructional strategies were chosen, because of the diverse learning abilities. There is a lot of group/partner work with individual poems. There is also direct instruction to whole class designed to inform the masses.

How do the instructional strategies/activities address the learning objectives for this unit?

Instructional strategies and activities are centered on the objectives for this unit. The unit is a concentration on fluency. The students will spend a time reviewing/understanding the concepts of rate, accuracy, expression, and comprehension. Students will also spend time applying knowledge that was learned in partner based activities.

How will a variety of levels of thinking skills be addressed (e.g., Bloom’s Taxonomy)? Give specific examples of use.

This unit really concentrates on applying knowledge that has been learned. Beginning the year in second grade with an introduction into fluency at several levels of Bloom’s Taxonomy are appropriate for the material that is to be learned.

Explain the reading strategies that will be used throughout the unit. Give specific examples. (Remember that using text is not a reading strategy)

There will be several partner reads, and whole group reads of on-level text.

What resources will be needed for this unit (include school and community resources)?

Resources from the community will include books and a CD-Rom containing poetry from the public library that will help students understand the meaning of accuracy. School resources will include DIBELS assessment scores and comparisons. It will also include the use of multiple media devices computer, Elmo, and promethean board. It will also include several poetry books and sources.

How will technology be integrated within the unit? Explain both teacher use and student use.

Technology will be integrated into the lessons using promethean board, Elmo, teacher and student computers. Sources of information will come off of the internet.

How does the unit demonstrate integration of content across and within content fields?

The unit integrates content from math, art, and physical fitness standards. This integration will help students understand the concept better by using differentiated content.



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 about the topic?

They will know very little. The previous day it will be mentioned that this topic is a part of fluency, but they will not know much more than that.

Students will know and understand all of the components of fluency (comprehension, accuracy, rate, and expression). Students will know how to apply the components of fluency to on-level text.

What type of assessment was chosen? Why?

Informal formative assessment was chosen. The informal assessment will be performed at the beginning and end of the lesson. Informal assessment will include a review over all of the fluency elements learned. Students will raise their hand or the whole class will answer questions together. This will allow the teacher to check for understanding of the concept taught with all students before it is practiced.

Formal formative assessment was chosen to provide the teacher with insight into what the results of the summative assessment will be. It was also chosen to provide teacher with knowledge of what has been learned during the unit, and what will need to be taught in other weeks. The summative assessment was chosen to analyze student performance of application of the components of fluency with on-level texts.

How was the specific differentiated activities needed to adapt/accommodate for individual learning needs for the Whole Class, Subgroup, and Focus Students determined?

The specific differentiated activities were determined for the learning needs of the whole class by using prior knowledge of test scores and learning ability based upon their grade level. The activities for the whole group were chosen knowing that I would need to slowly explain and repeat myself having one clear main goal; knowing that they were second grade learners. I determined the activities for the subgroup by knowing that they were going to have a difficult time concentrating. The activity was differentiated by giving them specific

The activities were determined for the whole group by acknowledging them as second graders with a short attention span and limited wait time. Centers were made to facilitate the students while teacher was testing specific groups based upon reading ability. There are four groups to be tested. Each group has a different on-level text that they will be tested over the four components of fluency. The sub-group and focus students were given a poem that was fill in the blank, instead of them needing to copy the entire poem themselves. Knowing that the sub group and focus



parts in a poem that was read aloud, and by making sure my worksheet was big with minimal writing. I determined the activities for focus student A knowing that they have a learning disability. I determined the activities for focus student B knowing that they have problems focusing and willingly staying on task. The activity was differentiated by giving them specific parts in a poem that was read aloud, and by making sure my worksheet was big with minimal writing.

students have a short attention span and unwillingness to comply the Cloze-like procedure poem was created for them. I did not need to provide any other accommodations for them at any of the other centers.

Why was the specific reading strategy(ies) identified in the plan chosen?

The whole group sequential parts choral reading strategy was identified in the plan 1 to help students read a poem using appropriate expression. It was also used so that students could hear the appropriate expression being used by their classmates. Also there was a whole group reading strategy chosen for student understanding vocal changes for expression at different punctuation marks.

Reader’s theater and small group reading strategies were chosen for this lesson. Reader’s theater was an activity where students will read aloud in a small group reading a specific role. Students will read with a para to help with group management, and unknown words. The reading strategy was chosen to help facilitate the use of fluency while reading aloud. The students read in a small group taking turns for the summative assessment. The small group reading strategy was chosen to help the teacher be able to focus on the students at the same level

How was critical thinking, problem solving, and higher level addressed thinking in the lesson plans?

Critical thinking was addressed in the lesson plan by the students recalling information from the previous day and recalling information from the day’s lesson to answer and informal assessment. Problem solving was addressed by the students needing to come up with a way that they could have read their part of their poem with more expression knowing what they need to change next time. Higher level thinking addressed by showing them

Critical thinking was addressed in the lesson plan by the formative assessment. This assessment asked students to recall and define the four parts of fluency. Problem solving was addressed in the lesson plan by having students figure out what/how they needed to work at two of the centers independently. Students had to make sure that they were staying on task, and figure out any real life problems that they may be having (example; what should I do next?). Higher



what it means for them to read with expression at different punctuation marks. Then they had to apply that knowledge to be able to read the same words with different expression according to the punctuation mark.

level thinking was addressed by students needing to apply the four parts of fluency while reading an on-level text during the summative assessment.

How does the technology utilized enhance student learning?

Technology was used to enhance student learning by creating and printing off worksheets to help them with punctuation. Also by using the Elmo students will be able to clearly view the worksheets and written information in order to help them learn.

The technology that was utilized was a web-site dedicated to Shel Silverstein poetry. During the unit the students read many of Silverstein’s poems. By allowing the students to access this site, it helped students relate with poetry. The site also read poems to the students with expression and made them correct errors (working with accuracy).

Discuss specific classroom routines and procedures that will be in place with this lesson to maximize instructional time.

There are numbers that correlate with volume level. The students will know what volume level is expected of them. They also have a behavior plan that is implemented for misbehaving children; the children will have to pull a color for acting inappropriately.

There were four centers made to provide consistency with classroom procedures, seeing as for math and reading there are four centers. There was a para provided for one of the centers to ensure productivity and accuracy while reading. The classroom discipline plan was in place so that children who misbehaved would have to pull a color, which has a bigger consequence. Centers were implemented to allow teacher a maximum time to test certain groups based upon their reading ability.

How will the active and equitable participation of all students during this lesson be ensured?

There will be numerous checks on students that have trouble focusing and are non- compliant during activities to ensure that work is getting completed. Students will also be asked to raise their hand when they have knowledge of what is being asked. All students will participate in a read aloud whole group sequential parts choral reading strategy activity.

The active and equitable participation of the students will be ensured by teacher observation. The teacher will be continuously checking that students are on-task and performing the activity that was given to their group.



Table 2.3.2 Adaptive Plans (limited to 1 page)

PLAN FOR INSTRUCTIONLESSON PLAN 1 LESSON PLAN 2

STUDENT A STUDENT B STUDENT A STUDENT B

What specific adaptations/modifications to the instructional plan are needed? Why are these adaptations appropriate for the student?If adaptations are determined to be unnecessary, identify the part(s) of the plan that will not be adapted (if any). Why are adaptations/modifications not needed?

Student A will be given a lower reading level piece of the poem to read aloud during whole group sequential parts choral reading time due to her learning ability. The student is also provided with a para educator who will guide the student’s learning and help keep them on task. The student will also be able to use a slant board that helps with fine motor skills.

Student B will be given a line at the end of the poem to help keep them active listening while others are reading their parts of the poem. The teacher will make several notes in the lesson plan to help keep this student on task and focused.

Student A will be given a special fill-in the blank poem (other students must write the poem in entirety) to help with attention issues and fine motor impairments. The student is also provided with a para educator who will guide the student’s learning. The student will also be able to use a slant board that helps with fine motor performance.

Student B will be given a special fill-in the blank poem (other students must write the poem in entirety) to help with attention issues and non-compliant behaviors. The student will also be monitored by the teacher throughout centers. Student will be given a special desk isolated from the group during independent activities insuring completion.

Table 2.4.1 Unit Assessment Design Table (limited to 2 pages)

Describe the assessment to be used

Explain rationale for

choosing this assessment

Explain the specific adaptation(s) made for Students A and B OR why no adaptation(s)

are needed

Which objectives does

this assessment

address?

Identify how the assessment will

be scored

Describe how specific student

results will impact the unit

planFormative

Assessment- Informal

The informal assessment will consist of

This will help assess the

comprehension

Student A and B will need no adaptations. This is a whole group

Objectives 4. Define accuracy, comprehension,

Teacher will score

assessment

The student results will help the teacher to



a series of questions

designed to measure how much of the

objectives are being learned.

throughout the days when

students are not formally

tested.

exercise designed to see which children know

the answer.

rate, and expression.

based upon how many students have their hand

up to answer questions, and

how many students answer

questions correctly.

determine if a certain skill or

information needs to be reviewed

more.


- Formal

Multiple choice

assessment focused on

informing how much of the objectives

have been or need to be

learned.

This assessment will

help the teacher

determine what students’ prior

or learned knowledge is and what the

teacher needs to focus on

teaching them.

Student A will have the test read to them out-

loud by the teacher, and also by the para

educator. Student B will need no accommodation

grated the teacher will read the test orally to

the whole class.

Objectives 4. Define accuracy, comprehension,

rate, and expression.

Teacher will score the test out

of 4 points; 1 point for each

question. It is a multiple choice test; the student must circle the

correct answer to ensure points will

be given.

Teacher will give this formative assessment

twice. The initial time teacher will

use the assessment to form lessons based upon

performance, knowing what student can

define. It will be given a second

time to form knowledge in

lessons to come knowing what students have

learned and still need to learn.

Summative Assessment This is the

same as the pre-assessment. It will be orally

This assessment will

be used to grade

knowledge that learners have

Student A and student B will have their own on-level text that they will

read in order to complete the summative

assessment.

Objective 1,2,3, and 5. Students will need to apply

knowledge of fluency

(accuracy, rate,

Teacher will score the test

similar to DIBELS testing which is useddistrict wide.

Student’s results will impact future

unit plans. In knowing how

students will be able to apply



assessed in small groups based on on-level reading performance; performance was based off of DIBELS assessment scores.

gained and are able to apply to on-level text. It

will also be used to

compare students’ gained

knowledge to Kansas

common core reading

standards.

expression, and comprehension) to on-level text.

Students will be given scores based upon

performance on the objectives.

skills to on-level text. Results will also be used as a reflection of the

unit.

What is the minimum level of

performance expected of all

students to achieve on the

summative assessment?

The minimum level of performance expected of all students to achieve on the summative assessment is a 60%.

Are any differences in performance

expected between the

subgroup described in Task

1 and the remainder of the class? Explain.

Two of the sub-group students have problems with processing information. It was expected that those students would have a hard time applying what was learned to reading aloud, thus making their scores slightly lower than the average students’ grades. Also one of the students in the sub-group has a speech impediment, so scores were expected to be a little lower, taking into account the skill being tested on is oral reading.

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)(if applicable)

Provide a copy of the summative assessment document and the corresponding scoring key/rubric in Appendix C.

Task #3 -Teaching and LearningTask #3 -Teaching and LearningTable 3.1.1 Narrative Daily Teaching Reflection (limited to 4 pages)Day 1: Students were well organized in the four groups and understood the progression from one center to the next. The para-educator had enough information about her role to successfully complete her task with the students. The students were engaged at all centers. Teacher was able to spend the appropriate amount of time with each student for individualized testing. Providing for teacher time in the lesson to check on Student B with ADHD proved to be a good plan. Redirection was needed and it was easier to remember to check on this student when written into lesson plans. Teacher accounted for students having an issue regarding number of computer to student ratio. Teacher set up her own computer as a student work station which made the computer center go smoothly.Teacher could have made directions about computer center clearer and more student friendly. Students had a hard time understanding what site to go on, and how to get the link to pop up by holding down Ctrl key and clicking the link. Teacher had to sped 5-10 minutes just for getting all students at computer center ready. Teacher could have made a file folder with an easy click link to avoid this problem, and explain it better before letting students start center activities.

Day 2: Use of the website was very interesting to the students. The listening center worked smoothly and the students, although they were in second grade, seemed to be able to use the computers and listening center appropriately. Students also did not look at different websites but stayed on task during this time. More websites will be used to enhance the students learning in future classroom sessions, since this experience was positive. Students were also engaged in seat work center. Student B had a tough time focusing. Teacher had to sit with Student B while listening to the groups test, because Student B did not have a good work ethic and did not self initiate the activity for seat work. Teacher prepared for there to be a conflict at the listening center due to having one copy of the book that was being listened to. Teacher prepared list ahead of time to designate who the page turner would be. This was a good anticipation. Students tried to get in a conflict, but the conflict was easily solved when students read the paper that told who the designated page turner was. Having the lower students Cloze-like procedure helped them feel successful and motivated them to complete the task. The lesson could have been improved by the teacher having an alternate activity for the test taking students to do while they waited on teacher to get all students focused and on task.

Day 3: Students preformed on the exam slightly higher than my expectations were. Students stayed focus during introduction to the Page 21



unit. Students were on task during accuracy exercise and knew surprisingly more than expected. Teacher needed improvement on sending the two learning disability students to their specified room during assessments. Teacher also needed to remember to mention that the assessment was an assessment to mark progress and not for an official grade. Students got upset thinking the assessment was real.

Day 4: Teacher needed to be more organized in thought on this day. Students noticed teacher’s disorganization and acted upon that accordingly. However once teacher put students back on task the day went smooth and students worked hard for the rest of the lesson. Teacher could improve by being more organized and having a back up activity for when the teacher needs a moment to collect their thoughts. Teacher needed to adjust the level at which they are teaching. Teacher needed to go back and make sure all activities were age appropriate with accurate explanation.

Day 5: Students preformed very low on the informal assessment. Teacher realized how much the students still needed to be taught.Teacher started off with a new endurance to teach grade appropriate material in a more organized manner. The day went more smoothly. More students were engaged in the lesson and on task. The informal assessment follow up at the end of the class was improved. The poem that was read by the whole class with assigned turns went well, with teacher’s anticipation that Student B and sub-group students would need a part at the end of the poem to hold their attention.

Day 6: The review went well with most students being able to answer appropriately. The lesson also went smoothly students were grasping the knowledge that was intended to be learned. Students had difficulties filling out the graph. Teacher did not anticipate for students not knowing how to use a bar graph. This explanation took a lot longer than teacher had intended. Teacher could have improved by having students do an interactive introduction to using a bar graph flip chart on the promethean board.

Day 7: Informal assessment went very well; students were able to answer questions correctly at 80% accuracy. Teacher taught the bar graph concept again for clarity. Then students preformed well on partner grading due to the fact of re-explanation. The anticipation that sub-group and Student A and B would need particular partners was a correct assumption. Partner grading went smooth. Teacher could have improved by having more background knowledge on the bar graph concept. Students still turned in bar graphs that were lower than expectations.

Day 8: Most centers went smoothly. Student B displayed stubbornness when it came to him working independently. All students needed more direction on water coloring. Teacher was unaware that the students had never used water colors before. Teacher should have explained how to water color with explicit direction ahead of time to avoid the conflict of several students needing extra help. Student’s assessment data revealed that students had learned the material and achieved the goal teacher set for them.

Throughout the unit teacher needed to improve on classroom management. Also teacher could have had students make a signal if they could hear the teacher. Students often seemed to be distant from instruction during activities were students had to change roles.



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, did the instructional strategies for the lesson positively impact learning for all students?

Did all students meet the objective(s)?

Justify response with specific examples/evidence from the video.

The instructional strategies for the lesson had a positive impact due to: the number of hands that were shown answering the review questions in the beginning of the lesson greatly improved when review questions were given at the end of the lesson.

Not all students met the objectives for this lesson knowing that not all students raised their hand to answer the review questions. However that could be due to lack of attention or trouble following oral directions. From the evidence on the video all of the students were engaged in the activity and actively participating throughout the lesson.

According to the test data the instructional strategies were affective for all students. All students showed some form of improvement from pretest scores to summative assessment scores.

All of the students met the objectives, however not with 100% accuracy. Students performed the task of defining and applying the four concepts of fluency, but with some errors (which was predicted).

From the evidence on the video all students were participating in activities dealing with fluency, and all were showing great improvements on application of the four components of fluency to their on-level text.



Was the use of instructional strategies to address the diverse cognitive, emotional and social needs of all students successful?

Provide specific examples.

The strategy was successful to a certain extent. The lesson was geared toward a second grade cognitive ability. Improvement could have been made on giving higher learner something more complicated to fill out, considering they have more prior knowledge to this lesson. However the strategies implemented for students with slow cognitive ability and emotional and social needs proved to be a success. There were not many interruptions and students stayed focused and confident in their ability. An example is during the poem where students took turns low cognitive ability students were given an easier level reading sentence. Students who I knew would have a hard time being patient after their turn were given a sentence at the end of the poem.

The instructional strategy of centers while one group was being tested went really well. The choice of water coloring should have been more of a whole group activity or had more instruction. I was unaware that some students had never water colored before. The water coloring center (even though it was entertaining and helped draw a visual to a well know class poem) had many students confused and unsure how to paint the picture. The instructional strategies for the emotional and social needs worked rather well. I did have to spend a little more time explaining to student B then I would have liked, but student B eventually completed their work. For example student B was displaying non-compliant behavior about the fill-in the blank poem. He was behind his classmates, and feeling upset. I had to take the time to explain what was expected of him and the consequence of it not getting completed.

Describe how students were meaningfully engaged in active inquiry and higher level thinking.

Students were meaningfully engaged in active inquiry through participation in questions. Examples teacher would ask: What do you think expression is? What should you change? What makes you know you have to change your voice? Students were engaged in higher level thinking to apply their gained knowledge during the lesson of the concept of expression to change their voice while reading their line in the poem as an after direct instruction activity.

Students were engaged in meaningful active inquiry while asked questions about what the centers activities will be. Examples teacher would ask: Do you remember what center you are supposed to be at? Do you remember what you are supposed to do at that center? Students were engaged in higher level thinking by needing to apply knowledge that was gained about the four components of fluency and being able to apply them while reading the text.



Were instructional strategies effective in providing equitable learning opportunities for all students?


Instructional strategies were effective in providing equitable and learning opportunities for most students. Most students were engaged and following along. One group of students that could have been improved was the higher performing students group. Even though what they were learning was new to them; they could have been provided with an extra activity to prove their understanding and/or further their understanding.

Instructional strategies were effective in providing equitable learning opportunities for most students. One area of improvement would have been more instruction on the water coloring. Some students had never water colored before which made the activity confusing for those particular students.

Was integration within and across content fields successful?


For this particular lesson there was no integration from other content fields. There was however integration of community resources which provided the students with the opportunity to work on accuracy, which was part of the day’s focus. Example using a library book that was found at the public library that had a coinciding CD. Some of the poems were then copied. These particular poems are written with mistakes. The students were to circle the mistakes in the poem thus working on accuracy.

The integration of other content fields was successful by integrating art. However one area of improvement would have been more instruction on the water coloring. Some students had never water colored before which made the activity confusing for those particular students.

Classroom Learning Environment Questions Lesson 1 Lesson 2



Describe how a variety of verbal and nonverbal communication techniques were used to foster active inquiry, collaboration, and supportive interaction in the classroom.


Verbal cues and instruction were used to explain and facilitate centers. Verbal listening CD was at one center to promote supportive interaction. Poems on the interactive web-site at one of the centers were read verbally for supportive interaction. Nonverbal cues such as hand gestures, signals, and modeling were used to facilitate active inquiry and supportive. These were used while teacher was giving instruction to make sure that students were understanding and actively participating.

Verbal communication technique of active question during direct instruction helped to promote class collaboration of the topic being learned. Verbal communication technique of read aloud helped promote supportive interaction of the group. Nonverbal communication of the movement with poetry end marks helped promote class supportive interaction.

How conducive was the overall classroom learning environment in supporting positive social interaction, equitable engagement, and self-motivation?


Students were interacting in a positive social interaction during center by learning how to work in a group to complete a task. Students demonstrated equitable engagement while interacting during centers and making sure that all group members serve their part. Students were self-motivated while making their line-up poem at one of the centers that concentrated on individual work.

Students will demonstrate positive social interaction in the read aloud during direct instruction where students learn how to change their voice with corresponding end marks. Students practiced equitable engagement when reading their part in a poem as a class where each student had to read one line from the poem. Students preformed self-motivation by correcting the errors in the Runny Babbit poem.

Table 3.3.1 Narrative Reflection of Preassessment, Formative Assessments, and Summative Assessment (limited to 3 pages)Pre-assessment

Overall analysis of results.

Students need a lot of work on all objectives with a concentration on rate and expression. Students will need a defined unit of explanation in order to perform higher on their summative assessment.

Discuss the results in reference to the learning objectives.

All objectives need improvement. Objective 1,4, and 5 are going to be the center of concentration for improvement for the summative assessment



What is the plan to differentiate for all learners?

Students will be grouped into four separate groups based on assessment scores. Students will be given reading material that will be on-level. This will be the material that students will use in order to perform their pre-assessment. Sub-group and focus student A and B will have special accommodations made for their lessons. The accommodations will include downsizing their work load, repeated direction, extra help and guidance, para educator, read aloud assessments, and preferential seating.


Overall analysis of results.

Formal and informal formative assessments were given several times throughout the unit to continue to progress monitor the student’s comprehension of the material that was being learned. Formal and informal assessment results in the beginning of the unit signified that students were going to need a lot of reinforcement on the material that was to be learned in order to perform better on the final formative exam and have students impeded with knowledge. The end formal formative assessment signified that students had learned what the goal was set out to learn


Are students learning what was intended they learn?

The formal formative and informal formative assessment results concentrated on objective 4. If students were going to master objectives 1, 2, 3, and 5 students would first have to have the background knowledge of objective number 4. Students were on task with learning the objectives and after the final formative assessment you could see the impact of the knowledge gained by objective 4 by the summative assessment which covered objectives 1, 2, 3, and 5.

Discuss any adaptations based on the results of formative assessments.

There were no adaptations made to the summative assessment, because the formative assessments were given multiple times throughout the unit in order for the teacher to change the lessons according to the need of the students.

Identify differentiation needed to help all students meet the goals and objectives of this unit.

Differentiation to all students was given with their group’s on-level reading material, specified for their learning speed. All tests will be given verbally and all students will have practiced the objectives and goals multiple times before being tested upon for the final formal formative and summative assessments.

Summative Assessment

What did the disaggregated data of the assessment reveal?

The data revealed that all students had an improvement on their overall scores. Sub-group and student A and B also had significant improvement. Scores revealed that all objectives were learned and that student’s improvement was at an all time high.




Students mastered all objectives that were given to them. Some students still had a little trouble with objective 5. Some students still lacked expression or needed to change their rate. However all students did improve from the pre-assessment.

Did all students learn what was intended they learn? Explain.

Yes, all students learned what was intended for them to learn. All students got a 75% or above on the formal formative assessment and the summative assessment results. Students learned the four parts of fluency and were able to apply their knowledge when verbally reading written text.

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. 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.


1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 210

5

10

15

20

25

Series1Series2

Pre-Assessment compared to Summative Assessment Resuts

9/2/11

9/14/11


Numbers 3, 4, 5, and 15 are in the sub-group.Number 3 is Student A and number 5 is Student B.Pre-assessment scores are in blue.Summative assessment scores are in red.

Numbers 3, 4, 5, and 15 are in the sub-group.Number 3 is Student A and number 5 is Student B.First Formal Formative Assessment scores are in blue.Last Formal Formative Assessment scores are in red.


1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 210

0.5

1

1.5

2

2.5

3

3.5

4

4.5

Series1Series2

First Formal Formative Assessment Compared to Last Formal Formattive Assessment Resuts

9/13/11

9/6/11


Task #4 -Reflection and ProfessionalismTask #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 TWO learning objectives from the unit students were most successful.

Give more than one reason for each of the successes identified.

Discuss at least TWO things to do differently in the future to extend these successes to continue students’ academic growth.

Objective 4: Select definition for rate, accuracy, expression, and comprehension.

Objective 4 was successful because of how many times it was practiced. Objective 4 is a fairly easy concept of defining knowledge.

Teacher could make up a game to let students use their knowledge of objective 4 to continue defining key concepts of the unit. Teacher could have made students come up with their own definition for objective 4.

Objective 5:Apply appropriate rate, accuracy, and expression to on-level text

Objective 5 was successful because of complete focus that was dedicated to that topic. Objective 5 was practiced daily throughout the unit.

Teacher could have had students apply their knowledge of objective 5 with other text that they would have to read to a group member or partner. Teacher could make students put on a play and read a reader’s theater while apply objective 5.

Based on the analysis of all the assessment results, identify TWO learning objectives from the unit where all students were least successful.

Give more than one reason for the identified lack of success for each.

Discuss at least TWO things to differently in the future to improve students’ performance.

Objective 2: Student will purpose and understanding while reading on-level text.

Objective 2 was not practiced as much as the other objectives. Objective 2 is a harder concept for the second grade minds that I think is being introduced and still is a growing concept.

I would have liked to spend a day on this objective concentrating on what it was trying to teach. Objective 2 could have been taught better with new material that students would have to decode and set an understanding and purpose for.

Objective 1: Student will be able to read Objective 1 combined all of the objectives The teacher could have made the lesson Page 30



with sufficient accuracy and fluency to support comprehension.

into one. Students were so focused of the parts of fluency that the comprehension lost meaning. Students were just trying to master how to read, not reading for purpose.

on comprehension more interactive where students discussed with their groups more of the meaning of the text instead of the parts that it takes to get through the reading accurately. The teacher could have spent more time focusing on the particular skill of comprehension and worked on different materials to check for students comprehension. Teacher could have demonstrated more comprehension techniques.

Based on analysis of assessment results, what additional information was learned about the students learn?

Students are comfortable with just a few objectives. Units with two or three objectives would be the best size. Then students can completely focus in and master the objectives that were to be taught. All students grow in the knowledge that was given to them, but some students more than others. Some students just need a few extra days to gain understanding of the subject matter.

Based on analysis of assessment results, what was learned about the need for making adaptations to instruction? Adaptations for sub group and student A and B are needed for a lot more activities than I noticed. I need to think about my lessons and try to anticipate where my students are going to have difficulty. I also need to focus more on making adaptations for the students who need enrichment. So often I thought only of the low students as needing adaptations to my instruction. However the higher students could have benefited from enriched instruction as well.

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: Enrichment for higher learners. I feel that I need to further challenge my higher students. I could have done so much more to further enrich their learning toward making them more successful readers other than varying the reading level.

Asking co-workers what they do with their enrichment group. Seeking new information on the internet to help further enrich them. Attending conferences that focus on enrichment of students.

Aspect 2: Incorporating the use of interactive technology. I could have used the promethean board more than I did. I did my KPTP in the beginning of September and I was unfamiliar with the resources already available for the promethean and its materials.

Attending workshops where teachers are taught how to use the promethean and what resources are available while using the promethean. Getting familiar with the promethean and websites (promethean planet) that provide free interactive lessons.

Table 4.3.1 Communication Log (limited to 2 pages)

DatePerson

Contacted Method of Contact Reason for ContactResult or Impact on

InstructionFollow Up

(if necessary)

9/04/11PublicLibrarian Personal Visit Obtain appropriate poems

Obtained several levels of reading materials and CD.Students were then able to hear the poems and get proper fluency.

Returned materials

9/05/11School Librarian Personal Visit Obtain appropriate poems Levelized reading materials. Returned

materials

9/10/11School Counselor Personal Visit

Get help with ADHD student interventions, get scores, and background information on the class.

Ongoing counseling to help with behavior in the classroom. Use of scores and background information to determine instruction.

Ongoing updates

9/10/11 Teacher atAnother school

Phone Call Obtain reading center Students got to use technology not available in this school.

Returned reading center



DatePerson

Contacted Method of Contact Reason for ContactResult or Impact on

InstructionFollow Up

(if necessary)

9/10/11 Reading Specialist Teacher

Personal Visit Obtained fluency activities and advise.

Teacher was able to use fluency activities that were familiar to students and effective.

Returned reading

specialist.

Narrative 4.3.2 Reflection on Impact of Communications (limited to 1 page)Librarians have a wealth of knowledge about levelized poems and which books are appropriate and motivating to certain grade levels. The public library provided resources our school library did not have.The school counselor gave good advice on how to work with students with special needs in the classroom. Our student is also seen in a small group to help work on his social skills outside of the classroom. School counselor was also able to provide information that most of the teachers did not have access to which made the lesson plan more diversified and helped teacher gain background knowledge. My cooperating teacher suggested I call a teacher at her former school to see if they had an extra reading center that could be utilized. The students’ fluency was impacted by their ability to hear the passages read correctly in the reading center. The reading specialist teacher provided good activities that helped to shape the instruction in a more productive manner.

Appendix A-Students Name_________________Name of Poem_________________

Group number_________________

Pre-Test on FluencyStudent uses appropriate pace while reading:



5-Consistant3-Occasionally1-Emerging/Needs Improvement

Student uses expression while reading:

5- Consistent3- Occasionally1- Emerging/Needs Improvement

Student reads with accuracy:

1- More than 5 mistakes3- More than 3 mistakes5- Zero to three mistakes

Student is able to retell the story accurately:

1- Less than five words3- Less than 10 words5- More than 10 words

Total:_______/20

Appendix B-Lesson Plan 9-8-11

Before activity:

(When I handed out video permission slips two students’ parents said it was not okay to video tape them, so send Kaden to the back table or to my desk in the back depending on where Sally Lackey is sitting.)



Okay students it is time to start reading rocks, so get out your blue folder and set it on your desk and be prepared to listen. Today we will have a special guest during this time. She is here to observe me while I am teaching. I will also be videotaping you today. So I need your voices to be at a “0” talk level unless I mention otherwise. I need your voices to be off so that I can hear myself on the video and College Supervisor can hear me. Yesterday I introduced you to fluency. I told you that fluency has three main parts. Can anyone remember one of the three main parts? That’s okay; the three main parts are comprehension, expression, and rate. Yesterday I explained to you that comprehension is when you read for meaning. You have to know the correct words and the meaning of the words that you are reading to understand the story.

To help you remember what we learned about accuracy yesterday, I am going to have you all help me find the mistakes in the poem Kungle Jing by Shel Silverstien. Remember these poems are unique, because there are mistakes made in the poem on purpose. You will find your Kungle Jing paper at the corner of your desk. Then you need to get out your pencil. We will circle the letters that are misplaced in the poem as a class. (I will read the sentence and then ask the students where the mistake was. Find the mistakes in the first line, and call on students after that to find mistakes.) Now you can put your Runny Babbit poems in your take home folder and get out your bookmarks from your blue folder, and also get out your red crayon. I will know you are ready to begin when you are quiet.

Today we are going to concentrate on expression. Color the section of your book mark that says the word expression with your red crayon. (Write expression on the board and place blue eyes paper on Elmo). Expression is where you change your voice to apply meaning to your story. For example I can say:

You have blue eyes?You have blue eyes.You have blue eyes!You have blue eyes, so do I.

I said each of those in a different way. I changed my voice each time I got to a punctuation mark. These are the punctuation marks (circle punctuation).

(Put punctuation worksheet on the Elmo.)On your desk you will find a paper that has different punctuation marks on it. I need you to take out your pencil and get ready to write how you should change your voice for each punctuation mark. The first punctuation mark is a question mark. For a question mark you have to raise your voice when you speak. I want you to write “raise your voice” in the box below the question mark using your best handwriting (write it in on the Elmo also check on Student B and focus students, and see if they are participating. If they are not participating put the teacher version of punctuation on the Elmo instead. Then you will have time to get the boys back on track). For the exclamation mark I want you to write “excited voice”. For period I want you to write normal voice in the top box, and long pause in the bottom box. For the comma you need to write normal voice in the top box, and short pause in the bottom box.



(Put eyes sheet back on the Elmo). Now I want you to practice what you just learned by mirroring my expression. So repeat after me. Try to use the same expression I am using:

You have blue eyes?You have blue eyes.You have blue eyes!You have blue eyes, so do I.

Do you see how with each punctuation mark you voice changed?

I have laid out a paper strip on your desk with a sentence on it. The strip of paper looks like this (hold up student who sits next to you). Please get out your strip of paper. We are going to read this poem aloud as a class taking turns and using our expressive voices. I want you to look at your sentence and circle the punctuation at the end of the sentence. Look at your worksheet that we did earlier on punctuation to know what to do with your voice. Follow along with the poem on the projector so you will know when it is your time to read. When you read I want you to stand up and use a nice loud voice so we can all hear your expression.

Before we start reading raise your hand if you have ever felt like sleeping in and not coming to school. This poem is about someone who does not want to get up to go to school. After the poem I am going to ask you if you can tell me who it is that will not get up at of bed, so be listening carefully. (Put student B and focus students reading as one of the last people, so they have to pay attention to wait for their turn).

Closing:

What was the message of the poem? Did you get the joke that it was the principal who didn’t want to go to school? Did you use the appropriate expression with your section of the poem?What can you do better next time to show good expression while reading? So when you read with expression you…change your voice, smile, or jump up and down? Okay thank you for working so hard. Now I need you to put your papers into your blue folder, and you can put your strip of paper from the poem in your take home folder. Then I need you to get ready for substitute.

If you still have more time. You can put the students into their partner groups to practice expression with Kagan cards.

9-8-11Preparation:



Morning Print off:

24 copies of: punctuation graphic organizer1 copy: revised lesson plan auto saved1 copy: Punctuation teacher1 copy: Elmo Blue eyes

Cut section of poem out, and make sure to switch Student B and Focus students are at the end.

Have camera set up and ready.Connect the computer to the projector.Have power point up.

Set all of the papers for the Elmo by the Elmo in order:

1. Runny Babbit2. You have blue eyes?3. ? ! . ,

Set on desks while in P.E.:

Runny Babbit?!.,Section of poem

(Place student’s (without parent permission on the video tapings) papers at the back table)

*Give College supervisor evaluation sheet!

9-12-11Before Activity:

Okay students it is time to start reading rocks, so take out your blue folder and set it on your desk. Yesterday we reviewed all of the parts for fluency. Also we reviewed what you do for each of the three parts. Today I am not going to review the parts, because I am going to test you on how much you have learned over the past couple days. So get a pencil and put up your privacy folder. (Pass out the test and ask daily helper to help.) Now please write your name in the top corner. I am going to read you each question; you



need to pick the answer that you think completes the sentence the best. (Read each sentence repeating the question twice. Make sure you read the number of each question.) When you are finished make sure your name is on it, and turn it into the basket.

Now I am going to have you do centers. One of the centers you will do is to draw and paint a picture of the poem that you wrote last week. If you did not finish writing your poem you need to finish that before you draw your picture and paint. I will put the poem up on the Elmo so it will remind you how to do it. On the computers I have a word document set up for you, you are to click on the address of your choice and it will take you to poetry activities. One group will be doing readers theater with para. I have already assigned you parts to read. You will be up at the front of the room on the floor. With me you will be testing so do the vest you can.

(Switch groups every 15 minutes. 2 groups per day.)

Closing:

Thank you for working so hard today, we will finish the groups up tomorrow. Please put your materials back in your blue folder, and your blue folder back in your desk. If you painted leave your pictures to dry on the counter WITH YOUR NAME ON IT (I keep forgetting to say this).

Extra:

If the first group finishes painting quickly tell the other groups to do this part. (Now most of you just drew a person standing with their hands down by their side, and their mouth shut. Now if your picture is already drawn I would like you to draw in a background, somewhere that you would need to line up and be quite. In the hall, classroom, music, P.E., recess, the lunch room, etc. But that is only for the people who are done drawling their picture already. If you have not finished drawling your picture, I need you to finish drawling it and then paint your picture.)

List of Things to do:

Set up computers and web-site, before students come in from P.E. Get construction paper for paintingGet cups for water.Have cups with water set up at the back on the counter so that they can paint today.

Appendix C:



Summative Assessment

Students Name_________________Name of Poem_________________

Group number_________________

Test on FluencyStudent uses appropriate pace while reading:

5-Consistant3-Occasionally1-Emerging/Needs Improvement

Student uses expression while reading:

5- Consistent3- Occasionally1- Emerging/Needs Improvement

Student reads with accuracy:

1- More than 5 mistakes3- More than 3 mistakes5- Zero to three mistakes

Student is able to retell the story accurately:

1- Less than five words3- Less than 10 words5- More than 10 words

Total:_______/20

Name__________________________________________



Formative Fluency Assessment

1.What are the three parts of fluency:a.rate, program, reviseb.comprehension, synergize, compassionc. rate, comprehension, expression

2.Expression means to _________ while you read.a.change your voice b.smile c. jump up and down

3. Rate means to read ________:a. As many books as you canb. The directionsc. At a good speed



4.When you retell the story you_________:a.Read the story againb.Tell what happened in the storyc. Tell the title of the story


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