NW Unit Work Sample - Revised 2015 - Ec Elem Autosaved Autosaved Done

SCHOOL OF EDUCATION CLAFLIN UNIVERSITY
UNIT WORK SAMPLE GUIDELINES EARLY CHILDHOOD & ELEMENTARY
Successful teacher candidates support learning by designing a Unit Work Sample that employs a range of
strategies and builds on each students strengths, needs and prior experiences. Through this performance
assessment, candidates provide credible evidence of their ability to facilitate learning by meeting the following
standards:
The candidate uses multiple assessment strategies and approaches aligned with learning goals to
assess student learning before, during and after instruction.
The candidate designs instruction for specific learning goals, student characteristics and needs, and
learning contexts.
The candidate uses regular and systematic evaluations of student learning to make instructional
decisions.
The candidate uses assessment data to profile student learning and communicate information about
student progress and achievement.
The candidate reflects on his or her instruction and student learning in order to improve teaching
practice.
The candidate will create a Unit Work Sample to demonstrate its impact on student learning. The attached
template, which consists of several components, should be used to fulfill this requirement. Attach samples of
student work as an appendix.
Revised 2015
EDUC 450: PROFESSIONAL CLINICAL PRACTICE

SCHOOL OF EDUCATION CLAFLIN UNIVERSITY
UNIT WORK SAMPLE TEMPLATE EARLY CHILDHOOD AND ELEMENTARY
Section I:
Candidate: Nashayla Whitten
District:
Cooperating Teacher:
Ms. Evans
Orangeburg District 5 School: Rivelon Elementary
Subject:
Math/ Science
Dates of unit: from January
Academic Year:2016-2017
Grade Level: 4rth
to April
Section II: Description of Students: Describe (1) the number of students, (2) demographics of the students, and (3)
any other special features or important information that you included in your Long Range Plan as you described your
students. Dont forget to include how you obtained your information about the students.
One must know their students in order to teach them effectively. Over time, I have observed my students and
had the pleasure of learning their intellectual abilities and their individual personalities. I have 18 students in
my class. 94% of my class is African American, and I have two Caucasian students. During my time here, I
have learned that my students have several factors that may affect the way I plan for instruction. These
factors include the socioeconomic status of my students, parent involvement, school environment, reading
levels, and math levels. Through my students writings, I learned that many of my students lack sufficient
resources like a bed to sleep on at home. Through my student interests surveys and observation, I learned
that there is a lack of supportive parents that push learning at home. From PowerSchool and observation, I
learned the school environment is rural. There is not as much resources used at this school compared to
other schools. From the test scores and my cooperating teacher, I gathered that 3/4 of my students struggle
with reading. Lastly, I have gathered, from test view and MAP Scores, that my students struggle in math.
Section III:
Contextual Factors: Describe the contextual factors, including the (1) relevant
student characteristics from Section II, as well (2) as other factors related to the community,
district,
classroom
that
are likely
to students.
impact
and/or
In order toschool,
be an effective
teacher, one or
muststudents,
have a thorough
understanding
of ones
Theinstruction
socioeconomic status
of thestudent
students
learning
with
regard
to athe
selected
instructional
unit.
Include
a (3) description
the
is important
because
it can play
big part
in the students
learning in the
classroom.
To counteract
this factor, I makeof
sure
thatways
each ofin
which
each
of these
factors
will
consideration
planning
my children
eats breakfast
and lunch
every day.
Thebe
lunchtaken
staff also into
allows them
to get more if theyduring
ask. I also unit
keep a positive
outlookand
on
instruction.
life. I push them to do and be their very best so they can be the one to bring their family happiness and success. I remind them that they
are the future, and they are in control of their lives. This information has pushed me to keep a positive, encouraging atmosphere in the
classroom and to keep high expectations for them. It has also encouraged me to make every lesson interesting and relevant to them.
The parent involvement is very important because I firmly believe that it does take a village to raise a child. I will be
considerate of that when I send my students home with homework. I will be sure that I teach thoroughly to where all students
understand before heading home for practice. However, I will not give up on the guardians. I will still send out parent letters to let them
know of the childs status and welcome them to the classroom at any time. I firmly believe that it takes collaborative relationships with
family members or even people in the community for the support of seeing our children succeed.
The environment of the school plays a part in what kind of students attend. I honestly believe that the school is a product of it
environment, I plan on doing a lot more hands on activities to make the students part of the learning. I will also aim to use more
technology in the classroom. The students just received iPads about 2/3 months ago. I plan on utilizing these tools to make learning more
engaging to them.
The students reading levels play a major part into their learning. Knowing this, I will also be conscious of how I make the test.
Some questions will be easy in vocabulary and some will mimic how test questions will look like on the benchmark test.
The students math levels are very important because they are directly related to the issues that the students are having
currently with math. I am planning on using manipulatives and many other resources that will benefit my students growth from their
current ability levels.
Based on this
information, I have chosen standards that meet my students individual differences. I plan on using this data wisely to plan
Revised
2015
for instruction and assessments.
Section IV: The Unit Plan

Section IV A: Major Unit Objectives (1) List the unit objectives and (2) indicate the corresponding state standards.
(Remember objectives must contain 4 parts: performance, product, conditions and criterion.)
Unit Objectives
Correlated
Standards/Expectations
ELA 1:By the end of this unit, Students will be able to engage in whole and small- group
reading with purpose and understanding and demonstrate competence with a 80% accuracy or above
on unit test.
4 RL 13.1
2: By the end of this unit, students will be able to read and respond according to task and
purpose to become self-directed, critical readers and thinkers and demonstrate their comprehension
with 75 %accuracy on the unit test.
4 RL 13.3
MATH 1:
By the end of this unit, students will be able to develop an understanding of addition and
subtraction of fractions (i.e. denominators 2, 3, 4, 5, 6, 8, 10, 12, 25, 100) based on unit fractions
with an accuracy of 70% on the unit test.
4 NSF 3
2 : By the end of this unit, students will be able to apply and extend an understanding of
multiplication by multiplying a whole number and a fraction(i.e., denominators 2,3, 4, 5, 6, 8, 10,
12, 25, 100) with 70% accuracy on an exam at the end of the unit.
4 NSF 4
SCI. 1:By the end of this unit, students will be able to explain how an organisms pattern of
behavior are related to its environment ( including the kinds and the number of other organisms
present, the availability of food and other resources, and the physical characteristics of the
environment)with an accuracy of 75%
2: By the end of this unit, students will be able to recall that the Earth is one of the many
planets in the solar system that orbit the sun and demonstrate competence with 75% accuracy
SS
1: By the end of this unit, students will be able to explain the motivations and methods of
migrants and immigrants who moved West, including economic opportunities, the availability of
rich land, and the countrys belief in Manifest Destiny and demonstrate competency with 75%
accuracy.
2: 4- 5.3 By the end of this unit, students will be able to explain the purpose, location, and
impact of key United States acquisitions in the first half of the nineteenth century, including the
Louisiana Purchase, the Florida Purchase, The Oregon Treaty, the annexation of Texas, and the
Mexican Cessation with 75% accuracy.
4-2.5
4-3.1
4-5.2
4-5.3
Section IV B: Instructional Plan

Describe your instructional plan that is, the (1) sequence of steps that you need to follow if your students are to achieve the
unit objectives. (2) Describe the key instructional activities, strategies, materials and resources including instructional
technology), and indicate the unit objectives (numbered according to the order in which they are listed in Section IV A) that
are addressed.
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SUBJECT: English Language Arts
Unit Title:
Length:
Instructional Plan for the Unit

Activities/Strategies/Materials/Resources
Anticipatory Set:
OBJ 1= Students will engage in a picture walk where they will tell me based on the
pictures what they think the story will be about.
OBJ 2= Students will be asked to close their eyes and think of a time when they
were picked on.
Direct Instruction:
OBJ 1=I will introduce vocabulary words and definitions. Then, I will take my time
and read half of the story ,The Frog Prince.
OBJ 2= I will introduce the strategies to active reading: underlining important ideas,
questioning the text, etc. Then I will begin reading to the class.
Unit Objective
Number(s)
Timeline
Objective 1: 1 week
Objective 2: 1 week
Both 1 and 2 are

included
Both 1 and 2 are

included
Guided Instruction:
OBJ 1= The student and I will read the text together and create a Venn Diagram
comparing the two main characters. They did Think Pair Share.
OBJ 2= The students and I will read the text together, underlining key points,
highlighting the text, questioning the author, and responding to the text.
Both 1 and 2 are

included
Independent Practice
OBJ 1=The children will read and answer a 5-question assessment on the story that
we read. Questions will be based on comprehension.
OBJ 2= Students will rewrite the ending to the story, with hopes of solving the
problem another way.
Both 1 and 2 are

included
Both 1 and 2 are

included
Integration of the Arts = Student are required to make marks for active reading in
response to the text
Integration of Health= The stories that are being read have health aspects to it, what
should you do in the case of bullying
Both 1 and 2 are

included
Both 1 and 2 are
included
Integration of Physical Education= Students will be chosen to come to the board to

underline important information while reading as a class
SUBJECT: Mathematics
Unit Title:
Length:

Anticipatory Set:
OBJ 1= Students will be given 1 complete minute to figure out the answer to the
following problem 1/2_3/5 based on prior knowledge.
OBJ 2=Students will complete a KWL Chart based on one fraction that will be given
to them. They will have 2 minutes to write as much information as possible.
Direct Instruction
OBJ 1= I will teach the students 2 different strategies to solving for the answer, both
including models.
OBJ 2=I will teach the students numerous ways to decompose/ compose fractions
using models
Guided Instruction
OBJ 1= Student will be given three problems. I will go over one of them with the
class verbally telling me what to do. The other two will be for the students to come
to the board to complete.
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Timeline
Objective 1: 1 week
Objective 2: 1 week
Unit Objective
Number(s)
Both 1 and 2 are
included
Both 1 and 2 are

included
Both 1 and 2 are

included
OBJ 2= Students will be broken into groups. Whichever ever group can come up
with the most amount of ways to decompose/ compose a fraction wins. At the end, I
will allow each group to come up and write one way to decompose and compose the
fraction.
Independent Instruction
OBJ 1=Each student is responsible for completing 4 problems alone
OBJ 2= Each student is responsible for completing 6 problems alone
Both 1 and 2 are

included
Both 1 and 2 are

included
Both 1 and 2 are
included
Integration of the Arts Students will be drawing models to solve these problems.
Integration of Health The real-life number stories presented will have topics
pertaining to calorie count
Both 1 and 2 are

included
Integration of Physical Education Students are required to get up and come to the
board
SUBJECT: Science
Unit Title:
Length:

Anticipatory Set
OBJ 1=Students will watch a short clip of what happens to the animals in an
ecosystem that does not have sufficient amount of resources
OBJ 2= Students will be given two minutes to write down everything that they know
about the Solar System in which we live
Direct Instruction
OBJ 1=I will use Powerpoints and cycle charts to further explain how an ecosystem
works and how things rely on Darwins theory of survival of the fittest
OBJ 2= I will use Powerpoint and text book to show them the complexity of our Solar
Ststem
Guided Practice
OBJ 1=I will allow students to create cycle charts for different ecosystems that will be
assigned to each group. They would be given ten minutes to use IPADS to do
research on and present information on the given environments together.
OBJ 2=We will hold a class discussion based on information from the text and
questions that will be given that would encourage reading comprehension.
Independent Practice
OBJ 1= Students will be given a 6 question assessment based on what we covered
from the lesson.
OBJ 2= Students will be given a 10 question assessment on Kahoot.
Integration of the Arts= Obj 1- Students will be completing charts and graphs that are
essential in helping them remember the information.
Obj 2- Students will draw the Solar System as we know it, based on the information
that will be given to them.
Integration of Health= Students will be learning about how our environments affects
us as humans
Integration of Physical Education=Students will stand up, go to the board, and
present information to the class.
SUBJECT: Social Studies
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Unit Title:
Unit Objective
Number(s)
Timeline
Objective 1: 1 week
Objective 2: 1 week
Both 1 and 2 are

included
Both 1 and 2 are

included
Both 1 and 2 are

included
Both 1 and 2 are

included
Both 1 and 2 are

included
Both 1 and 2 are

included
Both 1 and 2 are
included
Length:

Anticipatory Set
OBJ 1=I would have an Eye Opener on the board saying Imagine a time that you
wanted something really bad but you had to work for it. What motivated you to work
to get it? What made it so special to you?
OBJ 2=Students will be given two minutes to write down all of the things that have
taken place in the 1900s that still affects us today??
Direct Instruction
OBJ 1=I would use a video along with the text book to show them the methods of
Timeline
Objective 1: 1 week
Objective 2: 1 week
Unit Objective
Number(s)
Both 1 and 2 are
included
Both 1 and 2 are

included
migrants and immigrants who moved West and what motivated them to do so.
OBJ 2=I would teach the content from the textbook and IPAD, showing them how
each events caused change in the way we do things
Guided Instruction
OBJ 1=We would create a map showing the immigrants moving West, creating
symbols for what motivated them to go.
OBJ 2 =We would create timelines in groups, giving them about 15mins to complete
with at least 2 details under each event
Independent Instruction
OBJ 1= They will get a short assessment from Mastery Connect that assesses what
was taught.
OBJ 2= They will get a short comprehension quiz.
Integration of the Arts= Obj 1- Students will be drawing maps
Obj 2- Students will be drawing timelines.
Integration of Health= Obj 1-Students will learn about the health conditions for many
immigrants. Obj 2- Students will learn about what life was like in those environments
Integration of Physical Education= Obj 1-Students will use certain arm movements to
learn the different ways that immigrants would migrate to the West
Obj 2 Students will use different body parts to remember the order in which things
took place.
Both 1 and 2 are

included
Both 1 and 2 are

included
Both 1 and 2 are

included
Both 1 and 2 are
included
Both 1 and 2 are
included
Reflect on the instructional plans for the units: How does this instructional plan (1) establish a balance between grade-level
academic standards and expectations and the needs, abilities and developmental levels of individual students? (2) Discuss
the strategies used to teach students on varying levels. (3) Discuss how you designed your instructional plan using students
characteristics, needs and learning contexts.
With my instructional plans, I am sure to establish a balance between grade level academic standards and expectations and
the needs, abilities, and developmental levels of individual students. In order to establish this balance in the classroom, it is
important that you differentiate your instruction to reach all students in the classroom. I use various strategies to meet my
students where they are such as small group instruction, cooperative groups, Kahoot, mnemonic devices, Daily Openers,
Compass Learning and many more. I take my time to design my instructional plans with the students in mind. I am careful to
make sure that my goals for the students are achievable and not too high. However, they must be slightly above what the
students know in order to scaffold them to that place. I do my research on accommodations or modifications that is needed
for any of my students to make sure that all students needs are met in the classroom. My instructional plans are well created
such that if modifications are necessary for any students, changes will be easy to make.
Section V A: Unit Assessments - List the key unit assessments.

Revised 2015
Key Unit Assessments
Type of Assessment
(Check one for each assessment)
Teacher-Made
Commercially
(A copy of each teacher
Available
made assessment must be

attached to this plan.)
ELA
MATH
SCIENCE
SOCIAL STUDIES
Reflect on the unit assessments: (1) How did you determine that your unit assessments are valid and reliable for all
students? (2) How did you use your prior understanding of students skills to plan your instruction?
I know that my unit assessments are valid and reliable for all students. My assessments effectively measure the information
that was retained from the content that was taught and they are directly aligned with the standards. I used knowledge of my
students background to impact my lessons in a more connective manner. I use what I know from my students and create the
connection to my lessons to make my lessons more purposeful and relevant to them. Students seem to retain a lot more
information when they see how the content applies to them.
Section V B: Other Assessments (1) Describe and attach the assessments for each unit objective. (2) Include
descriptions of any necessary accommodations. For each assessment, (3) include the evaluation criteria (i.e., describe
and/or attach each appropriate scoring rubric, observation checklists, rating scales, item weights and the like). (4)
Attachments must be clearly labeled to indicate their relationship to the elements in the table below.
Assessments
ELA
Unit Objective 1: Pre-Assessment(s)
-Students usually complete definitions for
all vocabulary words.
-students complete a picture walk on the
story. They will take about 2-3 mins to flip
through the pictures and write their
assumptions about what the book will be
about.
- Write a reflection on something surprises
you in the story
- Write a reflection on something that
shocks you in the story
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Accommodations
My students all have

testing positions that
sets them apart from
their friends and stops
cheating
from
happening. Instructions
are always read aloud
and clearly printed at the
top of each assessment. I
have two students that
have IEPs. One is a
resource student that
Evaluation Criteria
A=93-100
B= 85-92 ;
C= 77-84
D = 70-76
F =69 or below
Formative Assessment(s)
- my children completed a Venn
Diagram comparing the main two
characters of the story
- KWL Chart
Summative Assessment(s)
Students completed all comprehension
questions at the end of the chapter along
with a few questions of my own.
ELA
During this lesson, my students were
instructed to write in their journals about
- a time when you were bullied,
-what did they do about it?
-who do you tell? ( One question per day)
We had a class discussion with 5
questions guiding it. From the class
discussion, I allowed the students to
create questions from the story and
switch questions.
-class discussions
- formulated questions
I will take a sample of the
comprehension questions, and turn
them into short answer questions that
would cause the students to elaborate
on their responses.
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takes all of her tests with

an aid so that all
questions can be read
verbally to her. The other
is sent out every other
day for about an hour
with the speech teacher. I
have two other students
that
struggle
with
reading. My teacher and I
take turns reading the
test to the two of them in
the
neighboring
classroom.

cheating
from
have IEPs. One is a
an aid so that all
that
struggle
with
A=93-100
B= 85-92 ;
C= 77-84
D = 70-76
F =69 or below
the
classroom.
Mathematics
Students will be allowed 2 mins to figure
out 1/2__3/5 or an example similar
: formative assessments(s)
-Compose/decompose worksheet that
required them to know what it means to
compose and decompose
- adding and subtracting worksheet
which helped realize that in order to
decompose/ compose fractions they
must know how to add and subtract
fractions.
: Other Assessment(s)
-
Worksheet with realworld

problems involving composing
and decomposing fractions.
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neighboring

cheating
from
have IEPs. One is a
an aid so that all
that
struggle
with
the
neighboring
classroom.
A=93-100
B= 85-92 ;
C= 77-84
D = 70-76
F =69 or below
Mathematics
- Daily Starter
- Multiplication sheet
- -pop question
Worksheets that allows practice
with understanding a fraction a/b
as a multiple of a/1.
-test that allows them to solve realworld problems involving multiplication

of a fraction by a whole number
Science
-Copy down definitions for vocabulary
words
-Think ALOUD: What ecosystem do we live
in?
- what does our ecosystem consists of?
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cheating
from
have IEPs. One is a
an aid so that all
that
struggle
with
the
neighboring
classroom.

cheating
from
A=93-100
B= 85-92 ;
C= 77-84
D = 70-76
F =69 or below
A=93-100
B= 85-92 ;
C= 77-84
D = 70-76
F =69 or below
-For all formative
-
Class Discussion Questions

Think, Pair, Share(each pair is
responsible for taking notes on a
particular subject, then they
share it among their groups, and
copy in notebooks)
Unit Test
Science fair projects
and clearly printed at the and summative tests

have IEPs. One is a
Science Fair Project
takes all of her tests with Rubric
an aid so that all Topic - 10 pts
Neatness -10 pts
is sent out every other Content-40 pts
day for about an hour Organiz.-20 pts
with the speech teacher. I On time- 10 pts
have two other students Creativity- 10 pts
that
struggle
with
the
neighboring
classroom.

Science
-Think Aloud: Draw a picture of what our
Solar System looks like.
cheating
from
- What planet is in the center of the
universe? Prove it
Formative Assessment(s) and clearly printed at the
-Class Discussion
have IEPs. One is a
-Venn Diagram
-Planet Debate(Class was split into 3 resource student that
Science Fair Project
big groups- Sun ,Moon, and Earth) had takes all of her tests with
to answer these questions:
an aid so that all Rubric
- what is the relationship between questions can be read
Topic - 10 pts
the three?
verbally to her. The other Neatness -10 pts
- what is the primary purpose of each
- can one survive without the other?
Content-40 pts
- is the moon considered a planet?
A=93-100
B= 85-92 ;
C= 77-84
D = 70-76
F =69 or below
Organiz.-20 pts
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that
struggle
with
Unit Test(Will consist of all good
the
neighboring
points made during instruction )
classroom.
Science Fair projects
On time- 10 pts
Creativity- 10 pts
Debate Rubric
2 responses-50
points
Participation- 30
points
Commentary-20
points

cheating
from
Formative Assessment(s) top of each assessment. I
Label the map with directions of
have IEPs. One is a
travel
Unscramble the reasons
immigrants left for the West
an aid so that all
- Comprehension questions
Summative Assessment(s) verbally to her. The other
Mastery Connect unit assessment
that
struggle
with
the
neighboring
classroom.
A=93-100
B= 85-92 ;
C= 77-84
D = 70-76
F =69 or below
- Can the sun be called a star because it

doesnt move?
Everyone was required to say at least 2
responses as a grade.
-
Social Studies
- Label the timeline
- Daily Starter question
- Think Alouds- Answer questions
verbally
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Social Studies
Checklists are used for pre assessments
and some formative assessments.
cheating
from
-Think Alouds
-Purpose of the Louisiana Purchase
Formative Assessment(s) have two students that
have IEPs. One is a
-Group work assignment- comprehension
questions
-Class Discussion
an aid so that all
day for about an hour pts
-Unit Assessment
- Group Presentations
that
struggle
with
the
neighboring
classroom.
A=93-100
B= 85-92 ;
C= 77-84
D = 70-76
F =69 or below
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Presentation rubric
Creativity- 30 pts
Content- 50 points
Participations -10
Teamwork- 10 pts
Section V C: Data Analysis: After administering the pre-assessment(s), (1) analyze student performance relative to the
unit objectives. (2) Attach one or more clearly labeled tables, graphs, or charts that depict the results of the preassessment(s) in a format that allows you to find patterns of student performance relative to each objective. (3) Summarize
the results of the pre-assessment(s) and describe the implications of these results on instruction.
Ms. Whitten's Pretest

90
80
70
60
50
40
30
20
10
0
Column1
After pre-assessing my students, I realized

that my children were not very familiar with the content. The teacher told me that the students did briefly hit on
the topic in the first semester of the school year. So the results of my pre-assessment may vary according to
what the students have retained. Based on my results, not a lot of information was retained. The whole class
fell below my goal of 80% mastery. Looking at my results, I plan to go back and reteach the key concepts in the
unit. I will use the test as my guide to help me to realize what the students know, and what they really do not
know. I will pick out some of the most commonly missed questions and revisit the key points out of those
lessons. My pre-assessment has helped guided me in making instructional decisions about my students. I plan
to incorporate more group work activities in the lesson and strategies that help guide the lesson like KWL
Charts, cooperative groups, Think-Pair Share activities, and more. I do believe that students learn more from
their peers. I will also allow the students to learn through inquiry-based lessons that will allow them to learn
through experience. I will provide them with experiments that will spark interest and incorporate learning.
Section VI: Analysis of Student Learning)

Once you have completed the unit, analyze all of your assessments and determine your students progress relative to the unit
objectives. (1) Did the information increase your understanding of individual students performance ?
After analyzing all of my data, I have realized that all of my students content knowledge varies across the board. I have
learned, through these charts, the strengths and weaknesses of my students individually. It helps me to get a feel for what
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the majority of my students have mastered. For the things that they havent mastered, I will incorporate ways to make it
more relatable to them and fun. Through my student teaching, I have also learned that students relatively do better in
subjects that they like. During my time here, I have made it my mission to make every subject fun, accessible, hands-on
and relatable to all students.
(2) Attach clearly labeled tables, graphs or charts that depict student performance (strengths and weaknesses) for the entire
class, for one selected subgroup and for at least two individual students. (3) For each visual representation, (3) provide a
descriptive narrative that summarizes your analysis of student progress and achievement.
120
100
80
60
40
20
PRETEST
Column1
This graphs show the results from both pretest and posttest. As you can see, all of the students
scores increased which means that everyone benefitted from the instruction that was given.
However, I have learned that not everyone learns at the same pace. I also learned that after you
have drilled the information over and over, it is the students responsibility to grasp the
information that is given to them. Learning is a two way street. Everyone benefitted from the
instruction but not everyone met the objectives mastery. Out of 18 students, only one student
showed that an unsatisfactory amount of information was retained.
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Students
Pre
Test
Post
Test
Females-1
57
100
Females-3
60
88
Females-5
30
64
Females-7
77
100
Females-9
50
79
Females-11
33
88
Females-13
67
94
Females-15
60
Females-17
63
Students
Pre
Test
Post
Test
Males-2
63
91
Males-4
60
97
Males-6
67
100
Males-8
57
85
Males- 10
67
94
Males-12
27
100
97
Males-14
73
100
85
Males-16
40
100
Males-18
57
90
In this chart, I compared the results of the pretest and posttest assessments of girls versus boys.
Through these charts I realized that the boys in my class are much stronger in science than my
girls. The assessment was a combination of all the lessons that they were taught in the first
quarter. The females pretest average was a grade of a 55. The males pretest average is an 60.
Because the pretest scores average is slightly high than the average of the girls, we can
Revised 2015
conclude that the boys retained more information from the first quarter. The same concept
applies for the posttest assessment. The females posttest average is an 88. The males posttest
average is a 96. This shows me that the boys in my class are retaining more information than
my girls. This also tells me that I need to make sure that their cooperative groups are
heterogeneous with a combination of boys and girls so that it is effective.
Two Low SES Vs. Two High SES
120
100
80
60
40
20
0
Std.16 (boy)
Std.5 (girl)
Pretest
Std.14(boy)
Std. 13 (girl)
Post Test
In this chart, I compared the results of my two lowest scorers to my two highest scorers to see if the
socioeconomic status of these students played role in their achievement in the classroom. There are four
students charted in this graph with undeniable varying socioeconomic statuses. Student 16 and student 5
represents students that do not have as much resources in the home, lacking necessities like pencil, paper, book
bag, clean clothes, etc. Student 14 and student 13 represent students that seem to be well taken care of, great
parent participation, etc. Based on the results from this chart, we can see that the students with higher economic
status retained the information from first quarter more than the students with low SES. Student 14 and student
13 did a better job on the pretest. For the post test, three out of the four students with varying SESs scored a
perfect score of 100. Only one student did not meet the standard. This proves to me that the socioeconomic
Revised 2015
status of the students does not have an impact on the achievement of students in the classroom. If our students
try their very best, the sky will be the limit for what they can achieve.
(4) Finally, explain the ways in which you have assigned student grades (or other indicators of student performance), and
what were the overall results?
I graded my students pretest and posttest with the same rubric. There were 30 multiple choice
questions in both assessments. Each correct question was worth 3.33 points. I gave 3 additional
bonus questions on the board that was worth 1 point each. In result, I am proud to say that everyone
except for one student passed my assessment.
(5) Based on the overall results, did the students gain from this unit all that you expected? Why or why not?
I believe that my students gained everything that I had to offer. There were a few students that barely
met the objective. I would go back and ask the class was there anything that they were not too sure of
on the test. It couldve been a misconception about a fact or due to the student having bad test taking
techniques. I would continue to give them opportunities to progress in their learning. I couldve
reviewed the content a little more to ensure the comprehension to counteract this.
(6) Include a description of the ways in which these results have been recorded as well as how and to whom they have been
reported.
The grades are recorded on paper and in the electronic grade book, better known as Power School.
Power School is the district software that is accessible by the administration, parents, and students.
Every other day the grades are updated and progress reports go out periodically around the end of
one or two units. The students sign for the report cards and return them the next day with their
parents signature, indicating that they have read it. Interim reports are issued at the end of each
quarter, consisting of nine weeks. Students and parents come to the school to retrieve the report and
have individual conferences with the teachers about their childs overall performance.
(7) Provide evidence to support the impact on student learning in terms of the number of students who achieved and make
progress toward the unit objectives.
The diagrams indicate that all of my students except for one mastered the content and skills taught in
the lesson. All except for one student in the class met the objective and scored between 79 and 100,
which indicates that they are half way to mastery, and with the help of their peers and other
intervention, they will master. The one student, who retained the least amount of information,
demonstrates a need for a great deal of help to catch up. She needs more intervention and maybe a
totally different way of teaching the lesson and means of demonstrating his understanding.
Revised 2015
Section VII. Reflection and Self-Assessment

(1) Reflect on and describe the relationship between your students progress and achievement and your teaching
The students achievement depends on my teaching practices because the data

indicates a positive relationship between achievement and practice. The more effective you are
as a teacher, the more effective your teaching practices will be. The more effective your
teaching practices are, the more student achievement will increase. In result, the students
overall progress will soar. I have learned the teaching and learning is a two way street. It is my
responsibility to give the students all of me through my lessons, creativity, and originality. It is
the students responsibility to accept the learning and be willing to increase your learning.
Student progress, achievement, and teaching performance are contingent upon each other for
success.
performance.
(2) If you were to teach this unit again to the same groups of students, (2) what, instructional decisions would you make to
improve your students performance? What specific aspects of the instruction need to be modified?
I realized that my teaching strategies have helped promote student learning drastically. I used
collaborative groups, mnemonic devices (songs, chants), Venn Diagrams and many more
strategies to keep my students engaged and involved in their learning. The more the students are
involved in their learning the more learning occurs. If I had drilled more group work, then I feel like
my student would progress even more in the lesson. I would also do more experiments with
certain lessons. I do believe that students learn more by doing hands-on activities. An aspect of
instruction that could be modified would include the testing conditions of the students. Often times,
the students had to deal with excessive talking during exams and sometimes the teacher would
help them through the tests. This was a major distraction for many students. Instruction time could
be a little more managed. In the future, I plan to have more than enough assessments to
maximize instructional time.
(3) What activities were successful? Which were unsuccessful? Give reasons based on theory or research as to why you
believe the activities were successful or unsuccessful.
Reflecting back on my strategies, I must admit that cooperatives groups, mnemonic devices, individual
presentations, and many others were very successful. These activities make each student accountable and
responsible for something. Group work helps them with character traits and working with others. Mnemonic
devices teach them strategies they can use to study. Individual presentations will push them to know the
content, enhance leadership skills, and develop public speaking skills. All of these activities were successful
because I took the necessary time out to plan exactly how, what, why, etc.
Revised 2015
One activity that was not really successful includes the big debate that was planned. It was supposed to make
to students go home and study the content so that they are prepared to take part in a mass discussion in class.
(debate) Unfortunately it did not work out as planned. The students did not study neither did they retain the
basic content that was taught. This caused our debate to be unsuccessful. It turned into a class discussion for
those who prepared for the lesson. Next time, I will give them documents showing them exactly what to study
and details on how a debate is successfully done.
Section VIII: Sample Work (Attach)
Revised 2015
EDUC 450
Name:
COMPONENT
UNIT WORK SAMPLE SCORING RUBRIC

Early Childhood/Elementary
TARGET (3)
ACCEPTABLE (2)
SCHOOL OF EDUCATION
Date:
UNACCEPTABLE/DEVELOPIN
G (1)
DESCRIPTION OF STUDENTS
Description of
Students
ACEI 3.1
NAEYC 1a
Contextual
Factors
collaborating
with others and
sources of
information
ACEI 3.5/NAEYC
5c
Contextual
Factors
ACEI 3.5/NAEYC
3b
Contextual
Factors
ACEI 5.2/NAEYC
2c
Describes students in-depth

according to ability, disabilities,
ethnicity/race, socioeconomic
status, student interests and
other relevant school factors that
could impact student learning;
list 5 or more factors.
Describes students according to

some differences, lists at least 4
factors that could impact
student learning
Does not include at least three

(3) types of descriptions;
displays minimal understanding
of addressing a variety of
student needs.
Uses substantial information from

descriptions of the students to
select standards to meet
students individual differences
and plan instruction and
assessment
Uses adequate information from

the descriptions to select
standards to meet students
differences and plan instruction
and assessments
Fails to use the information from

the descriptions to plan
instruction and assessments to
meet the needs of students
Data is collected from multiple

sources, including verbal,
nonverbal and media, etc.
Uses at least three (3) types of

sources to collect data
Uses only one data source

(records) to set standards and
plan assessments
Displays an understanding of the

importance of collaborative
relationships with families, school
colleagues and agencies in the
community.
Selected sources show the

importance of collaborative
relationships with families,
school colleagues, and agencies
in the community
Shows little or no importance of

collaborative relationships with
families, school colleagues, and
agencies in the community
Overall Rating
UNIT
Objectives
ACEI 3.3/NAEYC
5b
Revised 2015
All objectives are thorough,

significant and challenging, and
are clearly stated and correlated
with the SC State standards
PLAN
Objectives are challenging and

are clearly stated and correlated
with the SC State standards
Objectives are not given;

standards are used.
SCORE
Objectives
ACEI 3.2/NAEYC
5c
Objectives
ACEI 3.2/NAEYC
5c
Objectives are appropriate for the

development, prerequisite
knowledge, experiences,
diversity, and other student
needs
All objectives contain
performance, products,
conditions and criteria
components
Objectives are appropriate for

the development, prerequisite
knowledge and experiences, but
are limited in diversity or other
student needs.
Objectives are not given;

standards are used.
Objectives are measurable,

containing 2-3 components
Objectives are not measurable.
All content is paced and

sequenced so that it is covered in
the allotted time
Content is paced that it is

covered in the allotted times,
but there are some sequencing
issues
The content is not paced and

sequenced so that is covered in
the allotted time
All standards thoroughly display

knowledge, skills and dispositions
Standards are inclusive of

knowledge, skills and
dispositions
Standards are not inclusive of

knowledge, skills, and
dispositions
3 or more activities relate to real

world experiences
2 activities relate to real world

experiences
Activities do not relate to real

world experiences
The instructional plan aligns with

the objective(s) for each content
area.
The instructional plan aligns

with the objective(s) for at least
two or more content areas.
The instructional plan does align

with the objective(s) for any of
content areas.
Plans to assess each objective

domain through the assessment
plan.
Plans to assess most of the

objectives through the
assessment plan.
Does not plan to assess the

objectives through the
assessment plan
All assessments are congruent

with standards, content and
cognitive complexity.
Most assessments are congruent

with the standards, content, but
have limited cognitive
complexity.
Assessments are not congruent

with the standards, content, or
cognitive complexity.
Overall Rating
Instructional
Plan
NAEYC 5c
Instructional
Plan
NAEYC 5c
Instructional
Plan
NAEYC 5c
Instructional
Plan
NAEYC 5c
Overall Rating
Alignment with
Learning
Objectives and
Assessment
ACEI 4.0/NAEYC
3b
Alignment with
Learning
Objectives and
Assessment
ACEI 4.0/NAEYC
3b
Overall Rating
Revised 2015
Selection of
Strategies for
Varying Levels
ACEI 3.3/NAEYC
4b;4c
Design for
Instruction
ACEI 1.0/NAEYC
5c
Uses and justifies a variety of

strategies to teach students on
varying levels, including activities
that require students to think
critically and solve problems.
Uses a variety of strategies to

teach students on varying
levels, including activities that
require students to think
Uses less than three (3)

strategies; does not
accommodate the varying levels
of students or activities that
require students to think
Designs instruction for specific

learning standards using
students characteristics and
needs for learning contexts.
Designs most of the instruction

using the standards, but fails to
use students characteristics
and needs for learning contexts
Attempts to design the

instruction using the standards,
but the attempt lacks
congruency and fails to use
students characteristics and
needs for learning contexts.
ASSESSMENTS
Knowledge of
Students Skills
and Prior
Learning
ACEI 3.1
Multiple
Assessment
Modes
ACEI 4.0/NAEYC
3b
Multiple
Assessment
Modes/NAEYC 3b
ACEI 4.0/NAEYC
3b
Multiple
Assessment
Modes
ACEI 4.0/NAEYC
3b
Multiple
Assessment
Modes
ACEI 4.0/NAEYC
Revised 2015
Displays specific understanding

of students skills and prior
learning that affect instruction.
Displays general understanding

of students skills and prior
Displays no understanding of
students skills and prior
All informal assessments are

completely aligned to the
objectives
Informal assessments are

aligned to adequate portions of
the standards
Does not use informal

assessments
All formal assessments are

completely aligned to the
objectives
Formal assessments are aligned

to adequate portions of the
standards
Does not use formal assessments
Uses more than one (1) authentic

assessment type
Applies an authentic assessment

type
Does not use authentic

assessments
Uses more than one (1) l

performance tasks and includes
the scoring rubric
Uses a performance task(s) but

does not use a scoring rubric
Does not use performance tasks
3b
Multiple
Assessment
Modes
ACEI 4.0/NAEYC
3b
Plans substantially for student

reflections
Plans adequately for student

reflections
Does not plan for student

reflections
All assessments are valid
Most assessments are valid
Assessments are not valid
All items or prompts are clearly

written and correct
Items or prompts are clearly

written, but exhibit minimal
errors
Items or prompts are not clearly

written
All directions and procedures are

clearly written and correct
Directions and procedures are

clearly written, but exhibit
minimal errors
Directions and procedures are

not clearly written
Thoroughly, but succinctly,

explains the scoring procedures
for all of the assessments
Adequately explains some of the

scoring procedures for the
assessments
Fails to explain the scoring

procedures for any of the
assessments.
Uses assessment data using

graphs, charts, tables, etc., to
profile student learning and
communicate information about
student progress and
achievement.
Thorough and accurate
interpretation is provided
Provides an appropriate
summary of assessment data to
explain student learning and
communicate information about
student progress and
achievement.
An adequate interpretation is
provided; contains few errors in
accuracy
Overall Rating
Validity of
Assessments
ACEI 4.0/NAEYC
3b
Validity of
Assessments
ACEI 4.0/NAEYC
3b
Validity of
Assessments
ACEI 4.0/NAEYC
3b
Overall Rating
Scoring
Procedures
Explained(Eval.
Crit)
ACEI 4.0/NAEYC
3b
Analysis of
Student Learning
ACEI 4.0/NAEYC
3b
Interpretation of
Data and
Student Learning
ACEI 4.0/NAEYC
Revised 2015
Makes an inadequate attempt to

summarize or display student
learning and communicate
information about student
progress and achievement.
Interpretation is not accurate
3b
Interpretation of
Data and
Student Learning
ACEI 4.0/NAEYC
3b
Interpretation of
Data and
Student Learning
ACEI 4.0/NAEYC
3b
Overall Rating
Instructional
Decision-making
ACEI 4.0/NAEYC
3c
Effective
Instruction and
Assessment
ACEI 4.0/NAEYC
3c
Effective
Instruction and
Assessment
ACEI 4.0/NAEYC
3c
Overall Rating
Impact on
Student Learning
ACEI 4.0/NAEYC
3b
Clarity and
Accuracy of
Presentation/NA
Revised 2015
Meaningful, appropriate, and

data supported conclusions are
drawn
Meaningful and appropriate

conclusions are drawn with
limited inclusion of data
Conclusions are not meaningful

or supported by data
Provides relevant and detailed

hypotheses for all achieved and
unachieved learning goals.
Provides generalized hypotheses

for why students met or did not
meet the learning goals
Does not provide hypotheses as

to why the students did not meet
the learning goals
Uses ongoing analysis of student

learning to make instructional
decisions.
Uses intermittent analysis of

student learning to make
instructional decisions.
Provides no evidence of using an

analysis of student learning to
make instructional decisions.
Identifies successful and

unsuccessful activities and
assessments
Identifies unsuccessful and

successful activities , but not
assessments or vice versa
Does not identify successful or

unsuccessful activities or
assessments
Provides plausible reasons (based

on theory or research) for both
the success and lack thereof
Provides plausible reasons to

support why activities and
assessments were either
successful or not successful
Does not provide reasons to

support the success or
nonsuccess of activities or
assessments
Includes adequate evidence of

the impact on student learning
in terms of numbers of students
who achieved and made
progress toward the unit
objectives
Is easy to follow and contains
minimal errors in conventions or
grammar usage.
Includes incomplete or no
evidence of the impact on
student learning in terms of
numbers of students who
achieved and made progress
toward unit objectives
Is easy to follow and contains
numerous errors in conventions
or grammar usage.
Includes substantial evidence of

the impact on student learning in
terms of the number of students
who achieved and made progress
toward the unit objectives
Is easy to follow and contains no
errors in conventions or grammar
usage.
EYC 6b
Reflection/Self
Evaluation
ACEI 5.1/NAEYC
4d
Student Work
Reflects comprehensively on his

or her instruction and student
learning in order to improve
teaching practice.
Reflects adequately on his or her

instruction and student learning
in order to improve teaching
practice.
Reflects, but does not

adequately support ways to
improve teaching practice.
Ample student work attached
Appropriate student work

attached
No student work attached
TOTAL
Unacceptable/Developing (1)
Candidate demonstrates a limited amount of the
attributes of the standard. Performance indicates
that few competencies have been demonstrated.
Revised 2015
Acceptable/Meets (3)
Candidate demonstrates most of the attributes of
the standard. Performance indicates that the
competency has been demonstrated including
examples, extension, or enrichment.
POINTS
Target/Exceeds (5)
Candidate demonstrates all of the attributes of the
standard. Performance clearly indicates that the
competency has been mastered, including
examples, extension, and enrichment.

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SCHOOL OF EDUCATION CLAFLIN UNIVERSITY

UNIT WORK SAMPLE GUIDELINES EARLY CHILDHOOD & ELEMENTARY

EDUC 450: PROFESSIONAL CLINICAL PRACTICE

Orangeburg District 5 School: Rivelon Elementary

Dates of unit: from January

Section IV: The Unit Plan

Section IV B: Instructional Plan

SUBJECT: English Language Arts

Instructional Plan for the Unit

Both 1 and 2 are

Both 1 and 2 are

Both 1 and 2 are

Both 1 and 2 are

Both 1 and 2 are

Both 1 and 2 are

Integration of Physical Education= Students will be chosen to come to the board to

Instructional Plan for the Unit

Both 1 and 2 are

Both 1 and 2 are

Both 1 and 2 are

Both 1 and 2 are

Both 1 and 2 are

Instructional Plan for the Unit

SUBJECT: Social Studies

Both 1 and 2 are

Both 1 and 2 are

Both 1 and 2 are

Both 1 and 2 are

Both 1 and 2 are

Both 1 and 2 are

Instructional Plan for the Unit

Both 1 and 2 are

Both 1 and 2 are

Both 1 and 2 are

Both 1 and 2 are

Section V A: Unit Assessments - List the key unit assessments.

Key Unit Assessments

made assessment must be

My students all have

takes all of her tests with

My students all have

Worksheet with real- world

My students all have

-test that allows them to solve realworld problems involving multiplication

My students all have

My students all have

Class Discussion Questions

and clearly printed at the and summative tests

My students all have

with the speech teacher. I

My students all have

- Can the sun be called a star because it

My students all have

Ms. Whitten's Pretest

After pre-assessing my students, I realized

Section VI: Analysis of Student Learning)

Section VII. Reflection and Self-Assessment

The students achievement depends on my teaching practices because the data

Section VIII: Sample Work (Attach)

UNIT WORK SAMPLE SCORING RUBRIC

Describes students in-depth

Describes students according to