WKU 9014

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

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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.

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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 presid