Teacher Work Sample

PSU
TEACHER WORK SAMPLE

TEMPLATE
Your First and Last Name:

Emily Murray
Date Submitted:
November 11, 2014
District where you completed
the TWS:
Catholic Diocese of Wichita
Name of School Building
where you completed the
TWS: St. Marys Elementary
Content Area of your TWS:
Reading
TWS Unit Topic:
Comprehension (Sequence of
Events and Narrator)
Grade Level of the
Classroom / Students in
Which the TWS Unit Was
Completed:
first grade
Pittsburg State University
Teacher Work Sample
I. Contextual Information and Learning Environment Factors

A. Narrative General Contextual Information for Community, District, and School (limited to 1 page)
Pittsburg is a small community located in Southeast Kansas. There is a college located in the community, Pittsburg State University. The
community is very involved with the college and supportive. Many of those who have graduated from the college still reside in the community and
make significant contributions to the college. The college also plays a major part with the local schools. Education majors spend a great deal of time
in the schools doing observation hours, practicums, and student teaching. Many students from the college also work in the schools, such as being part
of the after school programs. The college also hires students to work on campus. In the community there is a variety of restaurants and retail stores.
Some of the major stores include Walmart, Dillons, and the Meadowbrook Mall. The community has a variety of services for children such as Child
Care Aware and Parents as Teachers. The Y.M.C.A is also located in the Pittsburg community and there are a number of activities children can be
involved in. Some of these include gymnastics, swimming, and summer camps. Several of the parents are employed in Pittsburg or in the surrounding
area.
The St. Marys district includes all of the schools that are under the direction of the Catholic Diocese of Wichita. There are a total of 42
schools. These schools belong to the parish and are not private schools. Due to this every school family is encouraged to be an active steward. This
makes it possible for the schools not to charge tuition.
St. Marys Elementary school is rich in tradition and there are high expectations for student learning. There is great parent involvement and
dedication. The students attend Mass three times a week and there is prayer during the day. There is low diversity with most of the families being
considered upper to middle class. A small percentage of students are on free/reduced lunch. There are four local elementary schools in the area
surrounding St. Marys as well as a middle school and a high school. St. Marys receives Title I services from Pittsburg community schools.
Teacher Work Sample
Table 1.1 Class Contextual Information (limited to 1 page)

Grade level ____1___ Content area (e.g., mathematics) __all___________
Topic (e.g., geometry)__all___________
Age range of students _6-7______________
Number of male students ___9________
Total number of students __20__________
Number of female students __11________
Percentage of students receiving reduced lunch __17.99%___ Percentage of students not receiving reduced lunch_82.01%___________
[if free/reduced lunch information not available for class, provide school percentages]
Area in which students live (check all that apply) Urban _____ Suburban ______ Rural __x____
Ethnicity of students (give numbers)
Language proficiency of students (give

numbers)
Identified special needs categories
represented (give numbers)
__2____ African American or Black

______ Native American/Alaskan Native
______ Asian or Pacific Islander
_20_____ Fluent English Proficient
___2___ Hispanic or Latino

__16____ White
______ Other (specify) __________
______ English Language Learners
___1____ Specific Learning Disability

_______ Hard of Hearing
_______ Deaf
_______ Deaf-Blind
_______ Other Health Impaired
_______ Multiple Disabilities
_______ Brain Injury
_______ Established Medical Disability (0-5 yrs)
_______ At risk for developmental disabilities
__3_____ Speech/Language Impaired

__3_____ Visually Impaired
__2_____ Orthopedically Impaired
_______ Emotionally Disturbed
_______ Autism
_______ Mental Retardation
_______Gifted
_______ Developmentally Delayed
_______ Other (Specify)_______________
Provide appropriate charts/graphs to display demographic data for district, school, and classroom in Appendix A.
Teacher Work Sample
Table 1.2 Student Characteristics for Whole Class (limited to 1 page)

Student Characteristics
Intellectual Characteristics
- Including readiness,
cognitive abilities, learning
needs, developmental levels,
etc.
Specific Descriptions
This class includes majority of students that are on or above where they should be intellectually. For example, my
cooperating teacher gives out homework packets based on levels and there are four given the above level packet, 10
average, and 6 below. There is only one student in the class on an IEP for motor skills. He receives services from the
special education teacher twice daily. He also has occupational therapy weekly. There are three students in the class
that attend speech therapy. There are also 2 students in the class that receive Title I services in reading. Majority of
the students attended kindergarten and preschool at St. Marys which has helped to prepare them for first grade.
Previously demonstrated
academic performance/
ability:
% Above standard
Reading:_50%
Math: 55%
% Meets standard
Reading:_25%
Math: 30%
% Below standard
Reading:_25%
Math: 15%
Social Characteristics
- Including emotional,
attitudinal, motivational, etc.
There are a total of 20 students in the class.
Personal Characteristics
- Including physical, social,
individual experiences,
talents, language, culture,
family and community
values, etc.
Majority of the class includes students that are Caucasian and from middle class families. There are two students who
are Hispanic and two that are African American. All the students have a Catholic background and their faith is
important to each family. The students and their families are involved in the church. Some of the students are
involved in outside activities such as gymnastics or sports. There is one student who is currently taking vocal lessons
and she is a talented singer. All of the students speak English but one student can speak Spanish as well. There is high
parent involvement and they really want their children to succeed.
For the MAP Reading assessment there were 10 who were above standard, 5 who met the standard, and 5 who were
below the standard.
For the MAP Math assessment there were 11 who were above standard, 6 who met the standard, and 3 who were
below the standard.
The class gets along with each other very well. There has been little to no conflict between the students. They dont
try to tell on one another, which is usually common for this age. They are friendly and encouraging to each other.
They want to help one another out when needed. They are motivated to learn on their own but you have to keep them
engaged with hands-on activities. The students are also motivated by lessons that call for discussion and sharing. The
students can be pretty talkative a times. There is one student in the class that can become emotional and cry when she
doesnt reach a certain goal. The student that is on the IEP becomes emotional when he feels like the pace is too fast
or he doesnt understand a concept.
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B. Narrative: Implications for Whole Class Instruction Based on Information from Table 1.2 (limited to 1 page)
When planning instruction for this class I will take into consideration the different levels and learning styles of the students. They are
motivated by hands-on activities so I will make sure to include those in my instruction. I will plan for activities that allow for discussion and sharing
because the students like to have the opportunity to give their input. An example would be to have them role play. Since the students get along well
and want to help one another I will plan for partner or team activities. That way they can learn for each other and help each other when needed. I will
accommodate the student on the IEP by providing him with visuals and manipulatives. I will challenge the higher level students by providing them
with enrichment centers and asking higher level thinking questions. I will do activities that allow for movement so the students dont become bored. I
will integrate technology in my instruction because the students are motivated by this.
Teacher Work Sample
C. Sub- Groups/Students Information

Describe this
subgroup/student using
information from Table 1.1
The focus student #1 is a
Caucasian female who is
very social and is above
others in her class
academically.
SUBGROUP
or
FOCUS
STUDENT
SUBGROUP
or
FOCUS
STUDENT
The focus student #2 is a

Caucasian male. He is
developmentally delayed and
is on an IEP.
Why was this

subgroup/student
selected?
I chose this student
because she is above
average
intellectually
compared to her
peers and I would
like to challenge her
so she does not
become bored.
I chose this student

because I think it
may be struggle for
him to understand
the concept without
becoming frustrated.
What was learned about this subgroup/student?

Intellectual
The focus student is above her peers academically and tends to complete
assignments quicker than majority of her classmates. She has a wide
vocabulary and has good reading comprehension skills. She is willing to
answer questions during class discussions and seems to know the answers to
questions her peers do not know. She is very motivated to learn and is always
involved in group activities/lessons.
Social
The focus student is very social and gets along well with others. She always
has a positive attitude and is encouraging to her peers. She is outgoing and
friendly towards others. She is talkative and tends to draw attention to herself
at times.
Personal
The focus student is from a family of four that includes her mom, her dad, her
younger sister, and herself. She has very supportive parents that want the best
for her. Her mom has recently been promoted so she will be moving at the end
of the semester. She always comes to school well dressed and put together.
Intellectual
The student is on an IEP due to his motor skills. He is the only one in the class
that is on an IEP. He meets with the occupational therapist and speech therapist
once a week. He is below his peers academically. The special education
teacher comes in the classroom every day to work with him and pulls him out
once a day to work with him as well. He becomes easily frustrated when he
doesnt understand a concept and it is hard for him to focus.
Social
The focus student is socially immature. He talks out randomly and it is
difficult for him to control his laughter when he believes something is funny. It
is hard for him to keep his hands to himself. Due to this he becomes
overbearing to his peers at times. He is very anxious and doesnt seem to
initiate interaction with peers much.
Teacher Work Sample
Personal
The focus student was adopted at a young age. His family consists of his mom,
his dad, and his younger brother who was also adopted. His family is very
supportive and they know his strengths and weaknesses well. They are also
aware of his needs.
D. Narrative Implications for Sub-Groups/Focus Students Instruction (limited to 1 page)
Student #1 will need to be challenged academically. I believe that it will be easier for her to understand the concept. Therefore I will make sure to
provide enrichment activities for her and include questions that target a higher level of thinking. I will also need to provide activities in my lessons
that include social interaction. She is very social and I think that by including that interaction it will help her to be more engaged in the lessons.
Student #2 will need more assistance when it comes to understanding the concept. I will make sure to use visuals and concrete examples in my
lessons to help him. I will also make sure that I am not going at a pace that is too fast for the student because he will become frustrated and shut
down. I will make sure to remind him frequently to try his best and to ask for help if he needs it. I will encourage him by giving him compliments so
that he will stay motivated and engaged. I will adapt some of the assignments if need be by making them shorter.
Teacher Work Sample
II. Instructional Design

A. Narrative Description of Range of Objectives and Rationale for Selection (limited to 1 page)
I chose to do a unit plan over comprehension with an emphasis on sequence of events and the narrator. This topic is included in the curriculum for reading and it is
aligned with the Common Core Standards. The students will be using two main stories from their reading books to apply these skills. I think that being able to
sequence events in a story is important because it helps readers to better make sense of what they have read. It allows the students to identify the main parts of the
story which helps them to comprehend and remember the story more. I also think it is important that the students know what a narrator is and how to identify who
it is. These comprehension skills will be used in the future and that is why I believe that this topic is beneficial to the students.
B. State Objectives Here: Focus should be on student performance not activities. What will students know or be able to do? (limited to 1 page)
Obj.
No.
Unit Objectives
The student will understand sequence of events and describe the events in the correct order.
Level(s)
(e.g. Blooms
Taxonomy)
Comprehension
2
3
4
5
6
The student will use text evidence to analyze and evaluate while reading to aid comprehension.
Analysis
The student will be able to identify the narrator of the story.
Knowledge
The student will be able to recognize pronouns in the story to help identify the narrator.
Knowledge
The student will read and comprehend literature.
Comprehension
The student will ask and answer questions about key details in the story.
Comprehension
The student will read and understand a diagram.
7
Comprehension
8
The student will follow given directions and apply what they have learned to construct a drum.
Application
C. Identify State Standards Benchmarks Addressed by Unit Objectives How do objectives address these standards? (limited to 1 page)
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First Grade Common Core English Language Arts (Reading Literature/Speaking and Listening/Foundational Skills/Informational Text)
CCSS.ELA-Literacy.RL.1.3 Describe characters, settings, and major events

CCSS.ELA-Literacy.SL.1.1.a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the
topics and texts under discussion).
CCSS.ELA-Literacy.RL.1.3Describe characters, settings, and major events in a story, using key details.
CCSS.ELA-Literacy.RL.1.6 Identify who is telling the story at various points in a text.
CCSS.ELA-Literacy.RF.1.4.a Read grade-level text with purpose and understanding.
CCSS.ELA-Literacy.RL.1.1 Ask and answer questions about key details in a text.
CCSS.ELA-Literacy.RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.
CCSS.ELA-Literacy.RL.1.3 Describe characters, settings, and major events in a story, using key details.
CCSS.ELA-Literacy.RF.1.4.b Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
CCSS.ELA-Literacy.RI.1.1 Ask and answer questions about key details in a text.
CCSS.ELA-Literacy.RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to
locate key facts or information in a text.
CCSS.ELA-Literacy.RI.1.10 With prompting and support, read informational texts appropriately.
CCSS.ELA-Literacy.SL.1.1.a Follow agreed-upon rules for discussions.
Teacher Work Sample
The students will complete an assessment over comprehension based on the story that consists of 10 multiple choice questions
after the story is read aloud without discussing it. The test consists of 6 questions that address sequencing events in the focus story. The
The other 4 questions address the topic of the narrator in the focus story. They will complete the assessment individually with the
teacher monitoring the room.
Pre-Assessment:
Lesson
Date
10/13/14
10/14/14
10/15/14
10/16/14
T
R
I
TR
TR
TR
TRI
Summative Assessment:
Lesson
Objecti
ve(s)
1, 2
3,4
1,5,6
7,8
Instructional Activities/
Strategies
The first day of the unit I read the focus story
aloud to the students. Then to introduce the
concept of sequence of events I used sentence
strips for the students to sequence as a whole
group activity. Then I had the students
complete a worksheet independently that
involved sequencing events in the story to
assess the concept.
For this lesson I had the students help me to
fill in a graphic organizer (web) on the Smart
Board with examples of pronouns they could
look for to help identify the narrator. Then I
had the students use post-it flags to mark
pronouns used in the focus story on their
own.
After we read our focus story the students
had the opportunity to use the catch-aquestion ball. The ball includes
comprehension and sequencing questions.
Whatever question their hand landed on when
they caught it, they would have to answer
about the story. Then the students completed
a worksheet over sequencing events
independently.
The students read informational texts on how
to construct a drum. Then the students
followed step-by-step instructions to
construct a drum independently.
Formative
Assessment
(formal/informal)
Describe Specific Adaptations/

Differentiation
Informal/formal
This lesson allows for student discussion

and input to help the students understand
and ask questions if need be. The sentence
strips provide a visual for the students
that need to actually see it rather than just
hearing it.
Informal
Displaying the web on the Smart board

provides students with a visual and allows
for student involvement. To read the story
the students were paired according to
their reading level. I paired a higher level
reader with a lower level reader.
Informal
This lesson targets kinesthetic learners

because it allows for movement. It helps
those who have difficulty remaining still
during instruction.
Informal
This lesson provides students with verbal

and visual directions on how to make a
drum. I will model for those who are
having difficulty following the
directions given.
The students will complete an assessment that is the same as the pretest given at the beginning of the unit.
Table 2.1 Instructional Design Unit Plan

T- Lesson integrates technology; R- Lesson uses reading strategies; I- Lesson demonstrates integration of content across and within content fields
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10
Table 2.2: Narrative Description of Pre-assessment, Formative Assessments, and Summative Assessment (limited to 2 pages)
Which
objectives Identify how the assessment will be
Describe the assessment to be Explain rationale for choosing
II. D, H, and K
does this
scored and/or the criteria to be
used
this assessment
assessment used for evaluation.
address?
Pre-Assessment
(Diagnostic)
Students complete formal paper

pencil test.
Formative Assessment
- Informal
Students use post-it flags to

highlight pronouns in the story to
help identify the narrator.
Formative Assessment
- Formal
Students complete worksheet

which involves sequencing events.
Summative
Assessment
Students complete formal paper

pencil test.
I chose this assessment because it

assesses the concepts of sequencing
events and the narrator. The preassessment and the post-test are the
same to measure growth accurately.
I chose this assessment because I
wanted to see if the students could
apply what they learned about
pronouns to determine the narrator of
the focus story.
I chose to do this assessment to see
what the students gained from the
whole group discussion in my first
lesson. I wanted to see if they were
able to apply the concept of
sequencing events on their own.
This assessment is the same as the
pre-test. I chose to do the same
assessment to see if there was
growth over the unit.
1, 2, 3, 5, 6
The assessment consists of 10 multiple

choice questions. Each question is worth
1 point which equals a total of 10 points
for the entire assessment.
3, 4
I will check the students assessments by

making sure that they have highlighted
the pronouns correctly in the story and
can then identify the narrator.
1, 2
Students will receive a point for each

event they put in order correctly. There
are a total of 4 events.
1, 2 ,3 ,5 ,6
The assessment consists of 10 multiple

choice questions. Each question is worth
1 point which equals a total of 10 points
for the entire assessment.
Narrative for Instructional Design

II. E.
Why are the lessons sequenced in this
manner?
I chose to sequence the lessons in this order because it was how they were introduced in the curriculum
guide and also based on how the standards are sequenced. I allowed for direct/ whole group instruction first
in each lesson and then independent practice.
II. F.
What learning strategies were incorporated
into this unit?
I targeted my unit towards a variety of learning styles. For example, I provided visuals on the Smart Board
and used sentence strips for visual learners. I played examples of instrument sounds and showed a pronoun
video for audio learners. One of my lessons includes the use of the catch-a-question ball which appeals to
kinesthetic learners. I used a graphic organizer, which was a web, to identify pronouns.
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11
How do the instructional strategies/activities

address the learning objectives for this unit?
II. G.
How will critical thinking and problem
solving strategies be implemented? Give
specific examples of use.
All of the whole group and independent activities address the objectives due to aligning them with the
Common Core Standards for reading comprehension.
Students will use problem solving skills when sequencing events in the story, identifying the narrator, and
determining key details in the text. I will ask the students how they arrived at their answers and to support it
with proof from the story. For example, when I have the students identify the narrator I will ask them how
they knew who it was and to provide examples of pronouns from the story that lead them to that conclusion.
As I am reading the focus story I will pose problems in the story and ask the students for ideas on how to
solve them.
II. I.
Explain the reading strategies that will be
used throughout the unit. Give specific
examples. (Remember that using text is not a
reading strategy)
How will technology be integrated within the
unit? Explain both teacher use and student
use.
How does the unit demonstrate integration of
content across and within content fields?
One reading strategy I will use in my lesson will be the use of a graphic organizer. I will have the students
fill in the web to help identify the narrator in the story. I will have the students partner read and help one
another during that time. I will use sentence strips to help students organize the events in the story in the
correct order. We will use the catch-a-question ball to help students identify key details and events in the
story.
I will use the projector when explaining directions to the students during the activities and to project the
story on how to make a drum. I will use the Smart Board to complete the graphic organizer. The students
will be invited to participate in filling in the web. I will use an Ipad to play instrument noises for the
students to guess what they are. I will use the computer to show a pronoun video on YouTube.
The unit demonstrates integration of content across and within content fields by including music arts. The
students will be exposed to subjects such as what is used to make a drum, the use of musical instruments,
and how to make a drum on their own.
II. J.
What specific adaptations or differentiated
activities were used to accommodate
individual learning needs for the whole class?
What specific adaptations or differentiated
activities were used to accommodate
individual learning needs for the identified
sub-groups / students?
I will provide the students with visuals to help them when sequencing events and identifying the narrator. I
will model for the students and provide them with examples. I will use the music video about pronouns to
reinforce the concept. In the lesson that involves the catch-a-question ball it will allow for movement to
help those who have difficulty staying on task.
Focus student #1 is a social learner and enjoys music so I have included the YouTube clip and allowed for
social interaction when discussing whole group activities and during partner reading.
Focus student #2 is at a lower level so for partner reading I paired him with a higher level reader to assist
him if needed.
Provide a copy of two complete detailed lesson plans in Appendix B.
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12
III. Teaching and Learning

A. Narrative: Daily Teaching Reflections (limited to 4 pages)
Day 1: October 13, 2014
Overall I think todays lesson went very well. I was able to get the students interested by playing recordings of musical instruments
and having them guess what they were. The students seemed to enjoy this and became excited when they had figured out what
instrument it was. I read the focus story aloud to the students because the video recording wasnt working at first. This seemed to work
better because I paused and had the students say the highlighted words in different voices. This made it more fun for the students and it
helped me to know that they were actually following along. The students completed the pretest after reading the story without
discussing it. I was a little nervous about giving the pretest because the students have never taken one but they accepted it well and it
was clear that they all tried their best. For my whole group activity I had the class sequence events from the story using sentence strips.
I called on students to come up to the pocket chart and choose the sentence strip that would go next in order. The students were eager
to be involved in this activity. When we were finished with the activity the students completed a worksheet that involved cutting and
pasting events from the story in the correct order. Hardly any of the students had trouble with the worksheet which showed me that
they were listening during the story and the whole group activity. Only one student needed some guidance due to being absent during
the whole group activity. I directed her to the focus story and after that she was able to complete it independently with no trouble. It
was clear by the pretest that the students are not familiar with the concept of the narrator so I know that I really need to stress that in
tomorrows lesson which is over that topic.
For todays lesson I introduced the concept of the narrator and what it means. We also discussed that you can look for pronouns to help
you identify the narrator. The students were not familiar with pronouns but after explaining it and showing the video clip they caught
on. The students seemed to enjoy the video clip about pronouns that included a song. As the video was playing several of the students
were moving along to the beat of the song. As a whole group we filled in a web on the Smart Board with pronouns. I had several
students come up to the board and write pronouns in the web. Once we had discussed what a narrator is and what pronouns are I had
the students identify the narrator of the focus story. Then the students were paired up based on their reading level and they used Post-it
flags to highlight the pronouns in the story to confirm who the narrator was. I liked the hands-on method of using Post-it flags to
highlight and I would like to use that again in the future. As I was informally assessing the students by walking around the room I
noticed that they understood the activity. I only had a couple questions about whether a word was a pronoun or not. Later that day my
cooperating teacher asked the students what a narrator is and they were able to answer correctly. That showed me that they were
listening during the lesson.
At the beginning of todays lesson we reviewed what a narrator is and pronouns to help identify the narrator. The students were able to
recall what we had discussed the previous day. Then we read the focus story as a whole class and the students were eager to read
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aloud. Then I told the students that we were going to be using a beach ball to answer questions about the story. The students did well
following directions during the activity and answering the questions. The students were excited about getting the ball thrown to them. I
enjoyed this hands-on way of answering questions but if I were to do it again I would like to break up the class into two smaller
groups to do the activity. After the activity the students completed a worksheet that involved sequencing the steps on how to make a
drum and a guitar. I projected the possible sentences for the students to choose from so they would have something to work with. I
thought by projecting it I would save paper but if I think I would have to print out a copy for each student if I did the worksheet again.
It was hard for some of the students to see and all the writing didnt fit on one page. Several of the students struggled with putting the
sentences in order so I had to give them assistance. They had to be reminded that when sequencing the sentences that it needs to make
sense. I look forward to tomorrow lesson where the students will actually get to make their own drums.
Today was the last lesson of my unit. First we read informational text over how to make a drum. I borrowed a couple of drums from
the music teacher to use as an example for the students. I allowed a few volunteers to test out the drums. The students seemed to like
having the actual drums to see. Then I had the students make their own drums. They were very excited about making their own drums
and did a great job following the directions on how to make them. The students worked together well and helped each other if it was
needed. It was a little difficult for the students to get the balloon stretched over the top of the cup so I had to go around and help
several of the students complete that step. Then we went outside and marched around while playing our new drums. The students
enjoyed doing this. After the students were finished I had them relate the activity back to the focus story. I would like to use this lesson
plan again if I get the chance since it went over so well. It was a simple activity that allowed for hands-on learning and the students
really liked it. Tomorrow will be the post assessment so we reviewed some of the items we had covered throughout the week.
B. Classroom Management Plan (rules, procedures, preventative strategies, supportive strategies) (limited to 1 page)
Classroom Rules:
1. Follow directions quickly
2. Raise your hand to speak or stand
3. Respect others, yourself, and your school
4. Be safe, be kind, and be honest
5. Listen when your teacher is talking
In the classroom we use assertive discipline through the use of color cards. Each color represents the students behavior for that day. Everyone starts out at a green
card which means they are having a great day. If the student is asked to pull a card their next color would be yellow which stands for a warning. Then the next card
is orange which means the student will lose five minutes of their recess. Then the next card would be blue and that means the students will lose 15 minutes of
recess. The final color card is red and that means that the student will have to go visit the principal. The students dont like to have to pull a card and if you warn
them then they usually improve their behavior. The students can also earn a purple card which means that they are having an excellent day. Each day the color the
student received for the day is recorded in the take home folder for their families to view. The students are positively reinforced throughout the day through praise
and rewards. The students can earn pom-poms for the bucket for good behavior and jewels for their team.
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Preventative strategies used in the classroom include being prepared, being organized, the room arrangement, and praising positive behavior. We always try to
make sure that we are prepared by gathering supplies needed ahead of time and looking over the lessons. This helps to avoid pauses in the lesson to get your
materials around. We try to be prepared because students tend to get off task when you have to stop and organize materials in the middle of the lesson. The room is
arranged so that the students are not by another peer that they tend to talk to frequently. The students that need extra help sit towards the back closer to the teacher
so they can get assistance easier if need be. We do brain breaks which allow the students to get up and move around so that prevents them from becoming restless
and distracted.
The whole school recognizes positive behavior at awards assemblies that are held every nine weeks. There are seven awards given for each class. These awards in
include; the panther award (school spirit), mass participation, academic, manners, gifts of the Spirit, and behavior. The students who earn these awards get to leave
class for a few hours to participate in a fun activity and they also get a free dress day the next day. The students are reminded that we are looking for people to earn
the awards and this helps them to improve their behavior.
C. Student Interaction and Engagement(Strategies for promoting student to student interaction and sudent motivation) (limited to 1 page)
I strongly believe that students have to be engaged and active when learning. That is why I tried to make my lessons as hands-on as possible for the students. I
have learned that when the students arent engaged in the lesson they will become distracted and lose interest. I involved the students in my lessons by having them
use the catch-a-question ball to answer questions about the story. I used the Smart Board during my lessons and allowed the students to come up and use it as well.
I also let them construct their own drums which was a very hands-on way to learn about drums. Students interacted and helped each other to make the drums. The
students were motivated by the use of songs, the Ipad, and hands-on activities done in my lessons.
D. Student Communication (detailed description of appropriate strategies to encourage student to student communication) (limited to 1 page)
The students in the classroom sit by a shoulder partner. Some students may have more than one shoulder partner depending upon where they are seated. This is
who they interact with if they need to discuss a topic or need help with something. For example, when constructing the drums I had shoulder partners work
together when stretching the balloon over the cup. Students also have the opportunity to read the focus story with a partner each week. I included this in my unit
as well. The students are divided into teams and they can earn jewels for positive communication and interaction with one another. The team to earn the most
jewels receives candy at the end of the week.
Narrative: Analysis of Assessment

E. Pre-Assessment
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Overall analysis of results.
Discuss the results in reference to

the learning objectives.
Describe how pre-assessment data
was used to proceed with instruction
for all students.
What is the plan to differentiate for
all learners?
The class average score on the pre-assessment was a 69%. Focus student #1 scored a 70% on the test as well as focus
student #2. For the pre-assessment I had the students answer ten multiple choice questions about the focus story for
the week, A Musical Day. The questions on the test assessed the students knowledge of sequence of events and the
narrator. My goal was to determine if the students knew how to sequence events in a story in the correct order and if
they understood the concept of a narrator.
After reviewing the assessment results I focused on teaching about the narrator and how to identify the narrator in a
story because the class didnt show mastery of this on the pre-assessment. The students have not had much experience
with the narrator so I was expecting this. The objectives include being able to know what a narrator is and how to
identify who it is.
From the pre-assessment data I knew that I needed to focus on the concept of the narrator. I knew that I needed to
make sure to enforce this concept through my activities planned. I also knew that I had to highlight the order of
certain events in the story due to some of the questions being missed over sequence of events.
I plan to differentiate by appealing to visual, tactile, and kinesthetic learners through my variety of activities.
F. Formative Assessment
Overall analysis of results.
The average class score on the formal formative assessment was a 100%. I had the students sequence four main
events from the story in order. The students demonstrated that they really understood the concept.
All of the students were able to meet the learning objective of sequencing events in order with a 100%. From this
assessment I was able to see that the students had learned what I had intended for them to learn based on sequence of
events in the story.
Are students learning what was

intended they learn?
After reviewing the formative assessment results I knew that they students had a good understanding about sequence
Discuss any adaptations based on the of events and I just needed to continue to review it with them throughout the week.
results of formative assessments.
Identify differentiation needed to
help all students meet the goals and
objectives of this unit.
The lower level students may need to have concrete examples, such as sentence strips, to see the events in
the correct order. The higher level students may need to sequence more events in order rather than just the
four included on the formative assessment.
G. Summative Assessment
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What did the disaggregated data of

the assessment reveal?

Did all students learn what was

intended they learn? Explain.
The average class score improved from the pre-assessment to the summative assessment. The average score on the
pre-assessment was a 69% compared to the summative assessment which the average was an 87.5%. All of the scores
increased on the summative assessment except for three. Two of the students scores remained the same and one
students score went down. It surprised me that one students score decreased. Focus student #1 was able to increase
her score to a 100% and focus student #2 also increased his score to an 80%.
Majority of the students were able to master the objectives for the unit. There were several students who missed
questions related to sequence of events in the story. I feel like some of the students may have got in a hurry on the test
which caused them to miss a few of those questions. I think this because I feel like a good deal of the students had an
understanding of how to sequence events in the story based on their performance during activities done in class. The
objectives related to the narrator were mastered for the most part based on the assessment results.
The majority of the students in the class learned what was intended except for a few students. Overall, the students
mastered the main concept of sequencing events in order but just seemed to get off on a few questions related to this.
I am not sure if this was due to getting in a hurry to be done or not. Majority of the class also learned what was
intended based on the concept of the narrator. There were only a few questions missed related to this topic on the
summative assessment.
Provide a copy of pre-assessment document and the corresponding scoring key/rubric in Appendix C.
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.
Provide a copy of the summative assessment document and the corresponding scoring key/rubric in Appendix C.
H. Visual Representation of Disaggregated Data
Chart/Table/Graphs of disaggregated data for the Pre-assessment should be included in Appendix C.
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.
Chart/Table/Graph of disaggregated data for the Summative Assessment should be included in Appendix C.
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.
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IV. Self-Evaluation and Reflection

A. Narrative description of Successful Activities and future implications
Based on the analysis of all the assessment
results, identify TWO learning objectives
from the unit students were most successful.
Objective 1: The student will be able to identify
the narrator of the story.
Objective 2: The student will understand
sequence of events and describe the events in

the correct order.
Give more than one reason for each of the successes identified.
Even though there were several students who didnt answer this question correctly on the summative
assessment the majority of the students were able to do so. This also stood out as being so successful
because almost every student missed the question about identifying the narrator on the pretest. I was able to
see significant improvement through comparison of assessments on this objective. The students also
demonstrated their knowledge of the narrator through answering questions during class discussions and
answering questions correctly about the narrator during the catch-a-question activity.
The students demonstrated success based on this objective through the formative assessment that involved
sequencing major events in the story in order. All of the students were able to complete this activity with
100% accuracy. Although, some questions were missed on the final assessment related to sequence of
events majority of the students were able to sequence the main events in the correct order. The students also
showed there understanding during the whole group activity of using sentence strips to sequence the main
events in order.
Discuss at least TWO things to do differently in the future to extend these successes to continue students academic growth.
1. In the lesson that I used sentence strips to sequence events I would include pictures along with the sentences as a visual for the students to help them
remember the order. I would also include more than just the four main events.
2. When discussing the narrator I would try to give more examples of stories we have read as a class to help them practice identifying the narrator and to
relate it to something they would be familiar with.
B. Narrative description of Least Successful Activities and future implications

Based on the analysis of all the assessment
Give more than one reason for each of the least successful objectives identified.
results, identify TWO learning objectives
from the unit students were least successful.
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Objective 1: The student will ask and answer

questions about key details in the story.
Several of the students struggled with this objective due to the fact of not being able to recall key points in
the story. This was evident on the final assessment when these students were asked about main events in the
story and they were not able to answer them correctly. Some of the students also struggled with this while
participating in the catch-a-question activity. When asked a question about a main point in the story they
needed prompting to answer it.
Objective 2: The student will be able to
This objective was hard for some students which I believe was due to the fact that they havent had much
experience with pronouns. On the assessment several of the students werent able to use the pronouns in the
story to help them to identify the narrator. I also noticed that when the students were asked to use pronouns
to identify the narrator of an unrelated story previously read in class, only a couple knew the answer. When
highlighting pronouns in the story I had a couple questions just about pronouns in and of themselves.
recognize pronouns in the story to help identify

the narrator.
Discuss at least TWO things to do differently in the future to improve students performance.
1. I would focus more on highlighting the important parts of the story for the students. I would use a graphic organizer to help the students recall main ideas
in the story and supporting details.
2. I would spend more time on pronouns themselves first and then have them use that knowledge about pronouns to help them identify the narrator. I would
incorporate identifying the narrator during daily read alouds to enhance the concept.
TABLE 4.1 Communication Log
Date
Person Contacted
9/22/14
cooperating teacher
(Mrs. OBrien)
9/29/14
music teacher
Method of
Contact
Result or Impact on
Instruction
Follow Up
(if necessary)
face to face
Prior to teaching my unit I discussed with

my cooperating teacher ideas that I had
and she also shared ideas she had to
improve my instruction.
She was able to provide me with

resources to help enhance my
instruction. (ex. learning websites)
We discussed
successes/possible
improvements and
data from the unit.
face to face
I asked the music teacher if I could use

some of her instruments as models since
my focus story was based on
music/instruments.
I was able to provide real life

examples of instruments for the
students to view.
No follow up
necessary
I had the books available as an

enrichment activity for students if
they completed their work early or
just to read throughout the day.
No follow up
necessary
The students were excited to learn
Daily lessons
Reason for Contact
10/7/14
librarian
face to face
I asked the librarian to help me find books

in the school library related to music.
10/13/14
students
face to face
I informed the students that they would be
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Date
10/13/14
Person Contacted
parents
Method of
Contact
newsletter
Result or Impact on
Instruction
Follow Up
(if necessary)
learning about sequence of events and the

narrator. I also informed them that the
topic for the unit was over music.
about this topic especially since it

was going to be related to music.
reinforced the
concept.
It was put in the weekly newsletter that the

students would be learning about sequence
of events and the narrator as well as the
title of the focus story.
The families were aware of what

their child was learning and it gave
them the opportunity to read the
story with their child and reinforce
the concepts.
No follow up
necessary
Reason for Contact
Add rows as needed
C. Narrative Reflection on Impact of Communications (limited to 1 page)

I think that communicating with my cooperating teacher really benefited my unit. I was able to get input from her based on her experience with this age group. She
gave me tips on what she thought would work best. She also provided me with resources to use during my unit. If I had any questions or wasnt sure how to go
about an activity she helped me with that as well. I was glad that I had the opportunity to communicate with other people outside of the classroom such as the
music teacher and the librarian. They provided me with resources to enhance my unit that I would not have been able to have without them. I think that it was
helpful to have those hands-on resources available for the students that were related to the topic of music. The students really seemed to enjoy the instruments and
the books about music. I will definitely use others outside of the classroom in the future when planning instruction because of all the resources they have to offer.
Communication with the students was direct and they were motivated to learn when they heard about the topic and activities that went along with it.
D. Narrative 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: I would like to have included more hands-on activities to really get
I think it would be helpful to attend a workshop that discusses the use of handson activities in the classroom. That way I could gain creative and new ideas
from other professionals that have used them in their classrooms. I would be
able to get advice on which activities work well and ones that may not. I could
also talk with other teachers in my building about ways they have included
hands-on activities in their classrooms.
the students involved. I feel like I could have improved some of my lessons by
implementing some more interactive ways of teaching.
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Aspect 2: I would have liked to include more technology in my unit. For

example, I would have liked to include the use of Ipads. I used the Ipad once but
I think it would have been good for the students to use them as well. An issue is
that the classroom only has 5 Ipads.
I could attend a workshop or go through training on how to incorporate

technology into my lessons. I would be able to gain insight on how to include
student use of Ipads in the lesson. They could provide me with ideas on certain
websites and apps to use. I would also ask for suggestions on how to handle the
limited number of Ipads in the classroom. I could go to the computer teacher for
input and advice as well.
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REFERENCES
Kristen OBrien: Cooperating Teacher
Kansas State Department of Education website: http://www.ksde.org/
Fountas, I. (2014). Journeys Teacher's Edition-Common Core (Catholic Identity Edition)
(Unit 2). Orlando, Florida: Houghton Mifflin Harcourt Publishing Company
www.readinga-z.com (online story web and projectable story)
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APPENDIX A
St. Marys Elementary
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Catholic Diocese of Wichita
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APPENDIX B
Lesson Description:
Title: Sequence of Events
Grade: First Grade
Author: Miss Murray
Domain, Cluster, Standard:
Common Core (Reading Literature/Speaking and Listening)
CCSS.ELA-Literacy.RL.1.3 Describe characters, settings, and major events
CCSS.ELA-Literacy.SL.1.1.a Follow agreed-upon rules for discussions (e.g., listening to others with care,
speaking one at a time about the topics and texts under discussion).
Objectives:
The student will understand sequence of events and describe the events in the correct order.
The student will use text evidence to analyze and evaluate while reading to aid comprehension.
Assessment:
The students will complete the sequence of events worksheet by cutting out the events and correctly
sequencing them in order.
Materials:
1. Pocket chart
2. Sentence strips
3. Sequencing worksheet
4. Audio recording of focus story
5. Ipad
6. Scissors
7. Glue
8. Pencil
9. Student book (A Musical Day)
10. Pretest
Motivation or Anticipatory Set:
Play some recordings of musical instruments for the students on the Ipad and have them guess what
instrument it is. Then let them know that we will be reading a story about music.
Teaching Procedures and Learning Activities:
1. Introduce the story, A Musical Day, to the students. Explain that the story is realistic fiction and what
that means.
2. Play the audio recording to the students of the story.
3. Have the students complete the pretest over comprehension, based on the story.
4. Then by using sentence strips have the students help to sequence the events in order and display them in
a pocket chart.
5. Explain the directions of the worksheet to the students using the projector and model one example.
6. Students independently complete the worksheet.
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Adaptations and Accommodations:

1. The lesson allows for student discussion and input to help the students understand and ask questions if
need be.
2. The sentence strips provide a visual for the students to actually see the sequence of events instead of just
discussing them.
Closure:
Read aloud the sentence strips together with the students before transitioning to their seats for
independent work.
Independent Practice:
1. Explain the worksheet directions and model one example.
2. Students will independently complete the worksheet.
Assessment:
Students will complete the worksheet.
Lesson Description:
Title: How to Make a Drum
Grade: First Grade
Author: Miss Murray
Domain, Cluster, Standard:
Common Core (Reading Informational Text/Speaking and Listening)
CCSS.ELA-Literacy.RI.1.1 Ask and answer questions about key details in a text.
CCSS.ELA-Literacy.RI.1.5 Know and use various text features (e.g., headings, tables of contents,
glossaries, electronic menus, icons) to locate key facts or information in a text.
CCSS.ELA-Literacy.RI.1.10 With prompting and support, read informational texts appropriately.
CCSS.ELA-Literacy.SL.1.1.a Follow agreed-upon rules for discussions.
Objectives:
The student will read and understand a diagram.
The student will read informational text appropriately with support.
The student will follow given directions to construct a drum.
Assessment:
The students will follow the directions given and use the information from the story to construct a drum
independently.
Materials:
11. Student book (Drums)
12. Projectable story (How to Make a Drum)
13. Step by step directions on how to make a drum (displayed on Smart Board)
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14. Smart Board

15. Model drums
16. Plastic cups
17. Stickers
18. Rubber bands
19. Balloons
Motivation or Anticipatory Set:
Ask the students if they have ever made an instrument before. Allow for discussion and then let them
know that they will have the opportunity to make a drum with help from the stories.
Teaching Procedures and Learning Activities
1. Introduce the story, Drums, and explain to the students that it is informational text and why. Point out the
diagram and explain what it is and how to use it.
2. Read Drums aloud.
3. Then show the students some actual drums.
4. Next project the story, How to Make a Drum, onto the Smart Board and read it aloud.
5. Tell the students that they will be making drums similar to how they made them in the story and point
out the slight differences.
6. Display the step by step directions and materials on the Smart Board and have the students read them
aloud with you.
7. Allow for questions if the students have any about how to make the drum.
8. Have students gather materials by team.
9. Then have them construct their drum independently.
Adaptations and Accommodations:
1. I will provide the students with both verbal and visual directions on how to make a drum to assist them
with the task.
2. This lesson has several opportunities for student involvement to help those who have trouble with
staying on task to focus.
Closure:
Review the directions on how to make the drum and allow for questions if students need further
guidance.
Independent Practice:
3. Explain how to make the drum and display the directions and materials on the Smart Board.
4. Students will work independently to construct a drum.
Assessment:
Students will construct a drum independently.
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APPENDIX C
Answer Key
Formal Formative Assessment
Name: ___________________________
Directions: Cut out the sentence strips. Then paste the events in order in the box below based on the story, A
Musical Day.
1.
Mom and Dad are going on a trip.

2.
Aunt Viv will be with the children. They are happy to

see her.
3.
Aunt Viv has a fun surprise for the kids!

4.
The kids make a band. They dance and sing.
Aunt Viv has a fun surprise for the kids!

Aunt Viv will be with the children. They are happy to
see her.
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The kids make a band. They dance and sing.

Mom and Dad are going on a trip.
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Informal Formative Assessment:
Pre-Assessment/Summative Assessment:
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