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Riley Winningham Dr. Horton EDUC 329 6 February 2013

Teacher Work Sample One

1) Classroom factors: Mrs. Tiller's classroom is a third grade classroom; it is located on a hall way with other third grade classrooms and one other grade level. Her classroom is relatively smaller than classrooms I am used to seeing. This classroom has an in room restroom, sink, and water fountain to keep the children in the classroom. This class is made up of twenty students; there are twenty desks and chairs for each student, one desk and chair for Mrs. Tiller, There is also a kidney bean shaped table at the front of the room for guided reading and one on one help, this table can hold five students and one administrator at a time. This classroom is grouped in a rather unusual way; there are three island students (whose desks are all alone in the room), four sets of three groupings, and one group of five. There classroom has a window with a view of the playground. They also have a Smart board at the front of their room, a white board to the left, and a cork board to the right. Around each of the grouping of students is a white rolling cart with three shelves where the students store the folders for the day, and other materials. On top of these carts there are green supply buckets these buckets are filled with pencils, markers, crayons, erasers, and other school supplies that the students may need throughout the day. They have a cubby system on the side of the room where each student is to keep their lunch box, book bag, and other school items that they are not using. They also have four computer stations in the back of the classroom where they are allowed to work on English two days a week, math two days a week, and one day a week they are allowed to play educational games. The parent involvement in this classroom appears to be relatively low. They have three rules in their classroom to be

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prepared, respectful, and responsible. I like these rules because they are simple and to the point and can encompass anything. The classroom schedule is as follows: 7:35-8:00 Morning Work/Breakfast/Lunch Count/Attendance 8:00-8:50 - Math 8:50-9:20 - Science 9:20-10:00 - Social Studies 10:00-11:00 - Activity 11:00 - 11:55 - IRS/Word Study/Shared Reading 11:55-12:20 - Lunch 12:20-12:50 - Guided Reading 12:50-1:30 - Writing 1:30-1:45 - Recess 1:45-2:20 - Guided Reading 2:20-2:30 IRA/Homework/Pack up

Activity Monday Art Tuesday PE Wednesday Computer Lab Thursday Media Friday Music

Student characteristics. This classroom is made up of two Caucasian male, two Caucasian females, one Hispanic female, two Hispanic males, five African American females, six African American males, one "mixed" female and two "mixed" males. This classroom is composed of eight and nine year olds. There is one student who has repeated a grade. A few children are pulled out for extra help in math and reading. One child has behavioral issues and receives extra

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motivation and time from Mrs. Tiller, but does not have a 504 plan. Two of the students have been recommended to take the GATIS achievement test (Two African American Females). Three students are already in GATIS (one Caucasian male, one African American Male, and one "mixed" race male). Over-all this classroom is a lower achieving classroom. Three students are being reviewed for possible retention in third grade. As a whole this class needs cues to stay on task and to focus on their work. This classroom is split into four groups of learners; group one is extremely below grade level, group two is below grade level, group 3 is at or near grade level, and group four is above grade level. Each group has between four and five students. There are five students on RTI plans and one ESOL student. These students are all still very young and learn best from hands-on tactile and bodily kinesthetic learning activities. They do not learn well through fully audio teaching such as lecturing and direct instruction approaches. They also have difficulties retaining information if it is presented in a completely visual way. This classroom benefits the most from a combination of teaching practices used throughout the day in many different subject areas to accommodate for all of the different learning styles.

Instructional implications. Since I have only have one English language learner in my classroom, who is a rather good English speaker, I will not need to focus as strongly on accommodations for these specific learner, but will still need to be mindful that she is in the classroom. Since my students are easily distracted and very chatty I will need to be conscious of my classroom management style and my voice level to keep everyone on task. I will also need to be aware of the learning styles in my classroom as I plan my lesson to keep everyone engaged and accommodate for different learning

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styles. I will incorporate many learning styles within my lessons like; visual, audio, and kinesthetic. I will teach through exploration and experimentation and let the students create their own understanding before coming together as a whole class and discussion together.

Teacher Work Sample Two

2. Lesson Objectives: 1. CCSS.ELA-Literacy.RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. SC Curriculum Standard(s): Standard 3-2 The student will read and comprehend a variety of informational texts in print and nonprint formats. SC Academic Indicator(s): 3-2.2 Analyze informational texts to draw conclusions and make inferences. When being read a text the students will be able to listen carefully and pick out information that leads them to come up with inferences that could be accurate. Task: This is a valid learning objective because the students have already worked on making inferences in texts. I will read the text to the students so I can accurately assess their ability to make inferences and not their ability to read and understand text. We will work on this objective together by using the gradual release of responsibility, where I will first model and then slowly allow them to become more comfortable making inferences until they can complete this by themselves. Prompt: This lesson is directly aligned with State Standard 3-2, it is also aligned with the new Common Core Standard CCSS.ELA-Literacy.RL.3.1. These

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standards deal directly with understanding a text, answering questions about the text, and making inferences and drawing conclusions about the text. This lesson is developmentally appropriate because the book I will be reading the students has an interest level of four to eight years old. It was also given to Mrs. Tiller by the school as an appropriate book for the students. These students have also worked directly with making inferences in the past with Mrs. Tiller. In Kindergarten they use pictures to help make predictions about stories that are read aloud. They have also been working on drawing conclusions and making inferences since second grade. They will continue to apply this standard all the way through seventh grade (SC Support Document). 2. 3-3.8: Illustrate changes in Earths surface [that are due to slow processes (including weathering, erosion, and deposition) and changes] that are due to rapid processes (including landslides, volcanic eruptions, floods, and earthquakes). SC State Standards Students will be able to summarize and illustrate the four types of fast land changes. Task: Students should be able to summarize and illustrate these four type of fast land changes because we viewed many examples of these changes, we illustrated them and they drew them in their science notebooks, and we discussed them in detail. We talked about how much time they could take, what causes them, and what happens as a result of these changes. Prompt: This lesson aligns with State Standard 3-3.8, which says that students should be able to illustrate slow and quick land changes. The students have already learned about slow land changes with Mrs. Tiller. The standards said to

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focus on earthquakes, volcanoes, landslides, and floods, which is what our lesson was about. Students will have a general understanding about land changes. In first grade students learned to recognize that water flows downhill. Students have also discovered slow land changes such as weathering, erosion, and deposition. These concepts will be easily integrated with the future knowledge of quick land changes. Students also have a working knowledge about what floods and volcanoes are (SC Support Document).

Teacher Work Sample Three 1) Boycott Blues 1) Task: The students will be assessed by their class participation on a check off list.
Their journals will be taken up to make sure that they have a thorough understanding of inferences. We will also remind them about using this strategy while they are reading independently and question them about their reading. 2) Prompt: I will use a participation check off to make sure that the students are on task and paying attention. This is important because if the students are not actively listening or engaged then they will never be able to understand making inferences. I will be able to assess the students prior knowledge of this topic based on how involved and in-depth their answers are to characters motivations and future actions within the story. I can see improvement in knowledge when the students are asked to do the last inference on their own. If the students inferences seem reasonable and are well supported by the text and by background knowledge then I know that they have grasped making inferences. To make sure that the students are practicing this skill I will remind them that they can do this with their silent reading books if they

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stop every few pages and ask themselves Why did this happen?, What will happen next?, How might that character feel? Lesson Objective Assessments Format of Formative Assessment When being read a text the students will be able to listen carefully and pick out information that leads them to come up with inferences that could be accurate. Pre-Assessment During Assessement Post-Assessment Pre: Student answers on the first making inferences question will let me see how much they know about making inferences. During: Check-list will allow me to see who is participating and understanding the material. Their responses in their journals will show gained knowledge. Post: Their responses to the last making inferences question will show what knowledge they have gained since this will be and independent activity. How well they can make inferences about their independent reading book. Repeat and modify instructions and as needed. Provide a gradual release of responsibility about making inferences. Allow students amble time to think about their inference before sharing out or writing in their journals. Students who have not finished making their inference will be allowed to finish during early finisher time before having to turn in their journal. If possible the ESOL student will be given a copy of book to follow along with. Accommodations

2) Quick Land Changes 1) Task: The students will be evaluated on their responses during class discussion and participation in groups by a check off list. The students beginning drawings will be collected and their science journals will also be collected at the end of the lesson to evaluate their illustrations of quick land changes.

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2) Prompt: I will use participation as part of my assessment because I feel that it is imperative for the students to be actively engaged and listening to the lesson for them to understand the material. I will be able to see what pre-knowledge and misconceptions the students have about quick land changes based on their drawing of what their house might look like if it was in an earthquake. I would also be able to see what prior knowledge the students have by having them view a slide with illustrations of four quick land changes and see if they are able to identify these changes or any alterations to the land based on these changes. During the lesson I will be able to see if the students are understanding the lesson based on the ideas I am getting when I ask the students what I should include in my illustrations of the landforms and when I ask the students what they think is happening in each one of the slides I show. I will be able to see what the students have learned about quick land changes based on what they tell me on the last slide of the PowerPoint which shows all of the quick land changes again. I will ask the students to indentify each, what is happening, and how all these images are similar. I will also be able to tell if the students were on topic based on their drawing of the land changes and their definitions. Lesson Objective Assessments Format of Formative Assessments Students will be able to summarize and illustrate the four types of fast land changes. Pre-Assessments During Assessments Post-Assessments Pre: I will see what knowledge students have about quick land changes based on their illustrations and response to the first slide. During: If they are on task based on their responses, illustrations, and definitions. Repeat and modify instructions and information as needed. Give the students ample time to get their illustrations and definitions in their science notebooks. Allow time for students questions and comments. Accommodations

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Post: Are they able to explain what is similar and identify the land changes.

Teacher Work Sample Four

1) Boycott Blues Lesson Plan Teacher Candidate: Riley Winningham Date and Time of Lesson: February 14, 2013 School: Matthews Elementary School Subject/Grade Level: English Language Arts/ 3rd grade Description of Lesson: When being read a text the students will be able to listen carefully and pick out information that leads them to come up with inferences that could be accurate. Lesson Title: Drawing Inferences through a text Curriculum Standards Addressed: National Standard(s): CCSS.ELA-Literacy.RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. SC Curriculum Standard(s): Standard 3-2 The student will read and comprehend a variety of informational texts in print and nonprint formats. SC Academic Indicator(s): 3-2.2 Analyze informational texts to draw conclusions and make inferences. Cross Curricular Connections: African American History, Civil Right, Segregation Instructional Objective(s) Criteria: Antecedent: When read a text Behavior: Students will make inferences Content: . in a narrative text (Boycott Blues by Andrea Davis Pinkney) Degree: with 90% accuracy SC Academic Indicator: 3-2.2

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Assessment(s) of the Objectives: The students will be assessed by their class participation on a check off list. Their journals will be taken up to make sure that they have a thorough understanding of inferences. We will also remind them about using this strategy while they are reading independently and question them about their reading.

Materials/Resources: Pencil, journal, white board, marker, copy of Boycott Blues Prerequisites (Prior Knowledge): Socially the students need to be able to collaborate and share ideas with their peers. They need to understand how to take turns sharing and to actively listen to the responses of their peers. Cognitively the students need to understand how to get information from the text and to make reasonable inferences. They also need to be able to explain their reasoning behind making that inference. Physically the students need to know how to stay seated during and lesson and to actively listen. They also need to know how to raise their hands to share their ideas with the class. Emotionally the students need to be able to share their responses without getting upset with each other. They need to know how to disagree in an agreeable fashion. The students also have basic background knowledge on making inferences. This lesson will be a review and maintenance activity for making inferences. References: Pinkney, A. (2008). Boycott blues. New York: Greenwillow Books. Procedures: 1) Introduce the text: a. Today we will be reading a book titled Boycott Blues by Andrea Pinkney. b. I will ask the students Looking at the cover what do you think this story will be about? Why? c. Then I will ask How do you think the people in this story feel? Why? 2) Provide and anchor activity:

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a.

I will ask the students to Tell your partner about a time that you have walked somewhere really far?

b. Now take out your English folder and draw in your notebook a picture of where you walked to? (I will give them about five minutes to sketch their drawing. c. I will ask them How did you feel after you had walked that long journey? Why? 3) Explain the Strategy: a. As we read the story today, I want you to think about what you know about the characters and think about what they would do next. b. As we read the story, we will take a few breaks and have a whole class discussion about the way the characters are acting and what we predict or infer will come next. c. We will stop on pages 5, 6, 14, 18, and 27. (on green sticky notes in the book) 4) Model the strategy using the gradual release of responsibility a. I will read until page 5 and then stop. I will tell the students that since all of the white people had seat on the bus we will put that in the center of our web on the board because that is what we will be making our inferences about. Then I will make inferences and put those on the outside of our web. I could infer that the one person left standing would just stand there because Ive had to do that on the bus before when all the seats were full. Then I will put the person may stand on the web. I could also infer that she would share her seat with another person because I see people share seats on buses a lot. I will write she will share a seat on the web. I could also infer that she will ask Rosa to move because the story is about Rosa and the text says that Jim Crow was struttin around so it sound like

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something bad may happen. I would write on the web that Rosa will be asked to give up her seat. b. I will read to the next sticky note on page 6 and ask the students to infer about what Rosa did when the police officer asked her to move. What do you think Rosa may have said or did when the police officer asked her to move from her seat? Why?(I will write this topic in the center of the web) I will ask for three or four volunteers to share by raising their hands. (I will write these suggestions on the outside of the web as long as they are reasonable and supported) i. She may get up because she does not want to get in trouble with the police officer. ii. She may move over and try to share the seat with the woman because she is tired and does not want to stand, but does not want to get in trouble either. iii. She may say no because she is tired and it is not fair for her to have to stand because she had to pay to get on the bus. c. I will read to the next sticky note on page 14 and we will develop ideas together about how long the boycott has been going on. What can we infer about the way the people in the boycott are feeling? Why? (I will write this topic in the center of our web) I will ask for a few more volunteers to share out. (I will write these suggestions on the outside of the web as long as they are reasonable and supported) i. They may be feeling tired because they have been walking for one hundred days.

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ii. They may be mad because nothing has changed and they have been walking for a hundred days. iii. They may be happy because they have not given in and rode the bus yet. d. I will read to the next sticky note on page 18 and we will develop ideas as partners about What can we infer about the people in this story who have been walking for over 180 days? Why? (I will write this in the center of our web). I will tell the students turn to your partner and talk to them about what you can infer about these people and why? I will give the students a minute or two to discuss and will then call on three pairs to share. (I will write these on the outside of the web as long as they are reasonable and supported) i. They are determined because they keep walking even when it is hot. ii. They are strong because they never give up even when they are tired. iii. They are willing to fight for what they want because they are never giving up. e. I will read to the next sticky note and ask them to think about what we can infer that the people will do now since the segregation laws have been struck down (I will write this in the center of the web). I will tell the students to record the web in you notebooks under your drawings and write a few inferences you can make. I will then ask for a few more volunteers to share whole class. i. They may still not ride the bus because they do not like the way they were treated on the bus. ii. They may ride the bus now because the segregation laws have been lifted. If the students become unfocused due to the length of the book I will wrap up by

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completing the page that I am on. I will then ask the students to infer how the book might end based on what we have read so far. Accommodations: Students who have visual and audio impairments will be allowed to sit in the front of the room. Students who are English language learners will be given a copy of the book to follow along with. They may also be allowed to work with a language coach before hand to introduce the book to them.

2) Quick Landform Changes Lesson Plan

Teacher Candidate: Riley Winningham Grade: 3rd Subject/EEDA/SSCA: Science Date/Time of Lesson: 13 February

Learning Objective (Goals): Students will be able to summarize the four types of fast land changes. Antecedent: When given materials Behavior: students will be able to recall and illustrate Concepts: four types of quick land changes Degree: with 90% accuracy. Alignment with Standards: 3-3.8: Illustrate changes in Earths surface [that are due to slow processes (including weathering, erosion, and deposition) and changes] that are due to rapid processes (including landslides, volcanic eruptions, floods, and earthquakes). SC State Standards Developmental Appropriateness (Science ideas): Students will have a general understanding about land changes. In first grade students learned to recognize that water flows downhill. Students have also discovered slow land changes such as weathering, erosion, and deposition. These concepts will be easily integrated with the future knowledge of quick land changes.

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Assessment(s) of the Objectives (Evaluate): The students will be evaluated on their responses during class discussion and participation in groups by a check off list. The students beginning drawings will be collected and their science journals will also be collected at the end of the lesson to evaluate their illustrations of quick land changes. Accommodations: Students with vision problems will be allowed to come to the carpet during instruction time for easier viewing of the board. Students who are easily distracted and are not on task will be accommodated for by my walking around the class to ensure that they are on task. Materials: Science notebooks, pencils, constructions paper, crayons, transparency papers for each student, tape, sharpies Procedures: 1. Hook: Last night I was on the phone with my friend Oriphin who lives in Thailand and she was telling me about an earthquake that occurred in her town. So, I was thinking what my house would look like if there was an earthquake in Greenwood. 2. So, I need everyones help to decide what our houses would look like if they went through a fast land change like an earthquake. a. * I would do this first to see if the students have any misconceptions about quick land changes and to build upon prior knowledge. 3. I am going to pass out a piece of paper to everyone. First I need to you draw a picture of your house. a. I will walk around the room to make sure that the students are on task. After about five minutes I will redirect their attention. 4. Now I will give everyone a clear sheet of plastic. I want you to tape this on to your drawing. Now draw on this plastic what your house would look like if an earthquake came through. a. I will walk around the class room to make sure everyone is on task. 5. I will ask if anyone wants to share out with the class. I will get three or four volunteers, and then I will continue on with the lesson PowerPoint. 6. Then I will put up a collage of photos on the Smart-board. I will ask What do all of these photos have in common? 7. I will tell the students all of these pictures have something in common that is related to our lesson today. a. I will ask them to guess what all of these pictures have in common. b. If they arent able to guess I will ask them describe what you think is happening in each picture.

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c. Does anyone know the names of these types of changes? Which ones do you know? d. Now can guess the pattern or what they have in common? If not we will go on. (All of these pictures show something that is changing the surface of the earth (quickly). e. Ok everyone we will come back to this slide later and then everyone will be able to tell me what is going on 8. We will start by discussing earthquakes and then I will show them an image of an earthquake. We will then work on our illustrations and definitions in our science journals. a. I will tell the students An Earthquake is a sudden motion in Earths Crust that causes the ground to shake. b. This shaking can cause land features to change as rock and other materials crumble. c. I will then show the two images of an earthquake and ask the students What do you see happening in this picture I will get a few responses before moving on. d. We will then get out our science notebooks and write our working definition of an earthquake and draw our illustration. i. Earthquake- Sudden motion in Earths Crust that causes the ground to shake. ii. Then we will draw our illustration. 9. We will then work on landslides and I will show them the images of a landslide. We will then work on our illustrations and definition in our science journals. a. I will tell the students Gravity causes bits of rocks and soil to be pulled down. b. And that Sometimes large amounts of materials travel quickly downhill causing a landslide. i. So you can think about a bunch of rocks and other materials that are at the top of a mountain and are pulled down quickly. c. Landslides can happen when heavy rains or earthquakes loosen material on a steep slope. d. Then I will show two images of a landslide. Then I will ask the students What do you see happening in this picture? I will get a few responses and then move on. e. We will get our science notebooks and write down our working definition of a landslide and draw our illustration. i. Landslide: Bits of rocks and soil being pulled down by gravity quickly. ii. Then we will draw our illustration. 10. We will then work on volcanic eruptions and I will show them images of a volcanic eruption. Then we will put our definition and illustration in our science notebook. a. So everyone, when a volcanic eruption occurs ash, hot gas, and lava can explode suddenly onto Earths surface.

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b. The ash and lava can cover an area and quickly change the mountaintop and the land around it. c. Then I will show the two images of a volcanic eruption. I will ask the students What do you see happening in this picture? I will get a few responses and then move on. d. We will get our science notebooks and write down our working definition of a landslide and draw our illustration. i. Volcanic eruption: When ash, hot gas, and lave explode onto Earths surface and change the land around it. ii. Then we will draw our illustration. (and move on to floods) 11. We will then work on floods and I will show them two images of a flood. Then we will put our definition and illustrations in our science notebooks. a. So, a flood happens when a lot of water quickly covers land that is usually dry. b. Floods can happen after long periods of heavy rain, when a lot of snow melts quickly, or during hurricanes. c. Flood waters carry large amounts of eroded material and then deposits the material somewhere else. d. I will then show them the two images of a flood, and ask the students What do you see happening in this picture? I will get a few responses and then move on. e. We will get our science notebooks and write down our working definition of a flood and draw our illustrations. i. Flood: when a lot of water quickly covers land that is usually dry. ii. Then we will draw our illustrations. 12. We will then go back to our beginning slide with the images of the quick land changes. a. I will tell the students remember all of these pictures have something in common related to our lesson today. b. I will ask them to explain what all of these pictures have in common. I will get a few responses. c. Who knows the names of these types of changes? I will get a few more responses. 13. I will wrap up this lesson by telling the students remember all of these images are images of QUICK land changes that occur a lot faster than the slow land changes we learned about earlier this week. References: SC State Standards Science Support Document

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