16

Kansas
Performance
Teaching
Portfolio
16
Teacher Education and Licensure
Kansas State Department of Education
120 SE 10th Avenue
Topeka, KS 66612-1182
www.ksde.org
Contact: Nikk Nelson (785) 291-3371
nnelson@ksde.org
Kansas Performance Teaching Portfolio
Task #1 - Contextual Information & Learning Environment Factors

Narrative 1.1.1 General Contextual Information (limited to 1 page)
The school I am at is in a suburban neighborhood of North West Kansas. The district I am in consists of three suburban communities
and nearby rural areas. There are seven elementary schools, three middle school, and two high schools within this district. The
district is comprised of 47.84% females and 52.16% males. The ethnicity of this district is divided as follows: 82.45% White, 2.46%
African American, 8.70% Hispanic, and 6.39% other. The percentage of students who are designated as economically
disadvantaged is 12.78 with 87.22% being economically non-disadvantaged. The district met AYP with a passing reading score of
93.5% and a passing math score of 91.2%.
The schools in this district have earned the Standard of Excellence in Math, Reading, Science on the 2009-2010 state assessments.
In the 2009-2010 school year, 94.4% of the students met or exceeded the standards in reading and 90.4% in mathematics.
The school I am in has about 347 students ranging from preschool to 5th grade. The building is organized into pods with 2-3 grades
per pod. The class sizes are relatively small with about 20 students per class.
The school has provided Envision Math as the district wide Mathematics curriculum guide. The district has provided a Quarterly
Pacing Guide that provides educators with which indicators they should be focusing on at what time. This school has been
designated as the trial school for Reading curriculum.
Implications for teaching: My mentor has provided me with the resources I need for the Mathematics Envision program. The grade
level teachers work as a group to plan each lesson and activities. As such, following the pacing guide was an important part of my
lesson planning.
Table 1.2.1. Class Contextual Information (limited to 1 page)

Grade level __2nd_____ Content area (e.g., mathematics) _Mathematics____ Topic (e.g., geometry)__Time & Graphs_______
Age range of students _7-8 year olds________ Number of male students __10_______
Total number of students _20___________ Number of female students __10______
Percentage of students receiving free lunch _6.4________ Percentage of students receiving reduced lunch__4.6____________
[if free/reduced lunch information not available for class, provide school percentages]
Area in which students live (check all that apply) Urban _____ Suburban _X_____ Rural _X_____
Ethnicity of students (give numbers) _1____ African American or Black __0___ Hispanic or Latino
_0____ Native American/Alaskan Native __18__ White
Page 1
Kansas State Department of Education Template-Jan2013
_1____ Asian or Pacific Islander _0____ Other (specify) __________
Language proficiency of students _20___ Fluent English Proficient ______ English Language Learners
(give numbers)
Identified special needs categories _0_____ Specific Learning Disability _1____ Speech/Language Impaired
represented (give numbers)
_0_____ Hard of Hearing _0_____ Visually Impaired
_0_____ Deaf _0_____ Orthopedically Impaired
_0_____ Deaf-Blind _2_____ Emotionally Disturbed
_0_____ Other Health Impaired _1_____ Autism
_1_____ Multiple Disabilities _0_____ Intellectually Disabled
_0_____ Brain Injury _1_____Gifted
_0_____ Established Medical Disability (0-5 yrs) _0_____ Developmentally Delayed (0-10
yrs)
_0_____ At risk for developmental disabilities _0_____ Other (Specify)________________
Subgroup Selected (describe the group): A mixture of high and low achieving students in mathematics who have problems focusing on
what their work.
Rationale for Selection: I chose this group because Ive noticed that they have problems paying attention to the lessons. I want to
explore ways to help them maintain their focus on the work at hand. Most the students in this class have behavioral problems but this
subgroup was chosen because of their math scores. Giving them strategies that they can use in upcoming grades and helping them
become the best they can be is my rationale.
Table 1.2.2 Student Characteristics and Implications for Instruction (limited to 1 page)
Specific Descriptions
Student Characteristics Indicate whether this was for the Specific Implications For Instruction
Whole Class (W) and Subgroup (S) Whole Class (W) and Subgroup (S)
Page 2
Intellectual Characteristics W S W S
- Including readiness, The class is behind These students are a Due to this class need for My subgroup will be
cognitive abilities, learning where they should be at mixture of above grade- direct instruction, the encouraged to take mini-
needs, developmental levels, this point in the 2nd grade level and below grade- teaching will be teacher breaks during work time.
etc. year. There is a wide level performers. What centered. To give them These mini-breaks can
range of cognitive levels brings them together as freedom to work be a walk around the
shown in the group. a group is that they are independently, room or a time to stop
Learning needs vary unable to keep their assignments will be given and stretch. This will help
from independent worker focus on the task at hand then they will be allowed them by giving them time
to those that need one- time to work at their own to get up and move.
on-one attention. The speed. I will not change
group does not handle the type of instruction that
partner work well. They they have had, but will
do best with teacher begin a system of brain
directed instruction breaks before math
because of the high instruction begins. The
ration of behavior issue brain breaks will be yoga
students. The group lessons on a program
needs direct instruction they currently use,
to be successful. Gonoodle.com. These
yoga lessons will be
chosen based on their
ability to teach students
focus.
W S W S
Previously demonstrated
There are a few students The subgroup is 20% Since half of the students This group needs to be
academic performance/
who are above the above standards. Forty are below the standard focused before the
ability:
standard and a few that percent meet standards level, they are the ones lesson starts because
% Above standard _20__ meet the standard but while 40% are below that have become a they often stop paying
% Meets standard _30__ the most are below standards. focus. The actions of most attention during a lesson.
% Below standard __50__ standard scores. the students are affecting
how well the rest of the
students are performing.
Social Characteristics W S W S
Page 3
- Including emotional, The class is social, but These students are more Since this class does not The subgroup will benefit
attitudinal, motivational, etc. do not work well in likely to need constant work well with each other, with these added
groups or partners. They redirection. They can I will have them work as a movements because they
will argue instead of become disruptive and class group or will be allowed to move
focusing on work. This cause the class to argue independently. This is instead of being
group is often needs amongst themselves. their normal routine so redirected to not move.
redirection due to being This subgroup has some that it is not a change that This added movement is
off-task. They are a emotional problems that causes their learning designed to make them
group of sweet and kind cause them to have their abilities to suffer. The happier which will help
children with a wide focus wander while added time up on their them be more focused
range of experiences instruction is given. They feet and moving around and happy.
from a well-balanced want to do the work but will help the entire class
family to one that has cannot focus correctly as well as those in the
been broken by abuse or and need the instruction subgroup because they
death. This group loves given again at a separate too need the movement.
to do the work, but they time. These students do
need motivation to stay well with the motivational
on task. Motivation programs in place but
includes clip up charts, tend to need more
blurt beans, and class redirection so that they
marbles. can be successful with
the programs.
Personal Characteristics W S W S
- Including physical, social, Most of the group is The subgroup contains a Since the students are all My subgroup does have
individual experiences, physically at the correct diverse student and a fluent in English I will not some students from
talents, language, culture, point for a second student who has had a have to make any broken homes and some
family and community grader. One student is at traumatic experience. All changes for language. who are not. They are a
values, etc. the smaller end of the but one student is The one student who is mixture of experiences
physical spectrum. Many physically on target. All smaller than the rest will and talents. All of them
are children of divorce or students speak English drink his protein milk share a problem with
in homes where the fluently. during lunch. Other than focus. They are social but
parents were never living that, I will not need to arent confident with their
together. Many of the make change for physical social interactions. They
students have two size. I will be having the have had some traumatic
parents who are students move more since individual experiences.
concerned with their they have problems Their community values
Page 4
wellbeing and education. focusing. All but one are in line with those of
All speak English as their student is culturally the rest of the class.
first language. Their similar. This one student
cultures are similar with was raised by parents
two students who are from another culture but
diverse. A couple of they follow. this culture
students have had without many changes.
traumatic experiences in The students are social
life. with each other outside of
school for the most part
Table 1.3.1 Focus Student Information (limited to 1 page)

Describe this student What was learned about this Based on this information, what are
Why was this
using information from student? Address implications for this students
student selected?
Table 1.2.1 characteristics from Table 1.2.2 instruction?
STUDENT African American male, age This student was Intellectual The implications are that the student
A 7. He has been diagnosed selected due to his This student is bright but not might start to fall behind in later
as having ADHD. He is a intelligence as it gifted. He does not take his time grades because he is not able to
bright student who cannot relates to his ADHD with assignments but can pass maintain focus.
sit still. If not actively every lesson with ease. He is
engaged, he is looking for meeting standards on the
interaction with someone. formative assessments. He has
He is being pulled out once problems sitting still in class.
a week to work in an
advanced group.
Social There are no adverse implications for
This student is personable. He this student socially. He makes friends
has no problems making friends. easily and can vocalize any needs
He gets along well with his without problems.
classmates as well as with
teachers. He does get up often to
talk to classmates around him.
Page 5
Personal This student needs redirection in a

This student is diverse but this loving way. He wants to do a great job
does not affect how he interacts but does not know how to calm his
with others. Physically this student body. He has been asked what would
is on target. His parents no longer help him calm his body including
are together but he is handling the having bands put on his desk, Velcro
transition very well. He is a well on top of his desk, a ball to sit on, and
natured, sweet student. manipulatives. Each one he has
thought about and declined. He does
best with being in the back of the
room so that when he needs to stand,
no one is distracted.
STUDENT White male, aged 7. He has This student was Intellectual This student needs help with focus.
B been identified as a gifted selected due to his This student has been identified He can do the work but needs help
student but performs below upper level as gifted. He has problems maintaining the focus to finish the
grade level intelligence as it staying on task and often does not work. The implications for this student
relates to his finish assignments. are that he will start to fall behind in
inability to stay on when he moves up to third grade.
task. Currently it can take him an hour to
take a math pre-test. As he proceeds
through the grade levels, he will fall
behind if a strategy cannot be found.
Social The implication for this student is that
This student often gets angry with this student might not have the
classmates. He assumes support of his classmates if he cannot
classmates are being mean when find a strategy to help him with his
they are not. He often does not anger.
finish his work because he is
worrying about what someone
else is doing or what theyve said
about him. He cannot keep his
focus on what the teacher is doing
because his mind seems to
wander to something only he
sees.
Page 6
Personal This student does best when there is

This student is working through a a lot of one on one interaction but that
traumatic experience which has is not feasible with the needs of the
caused him to lose focus faster other students. With the added aid of
than many other students. He just the Special Education teacher, the
was put into more one on one student will gain strategies to help him
care of a Special Education navigate his time in school.
teacher.
Narrative 1.4.1 Classroom Learning Environment Implications (limited to 2 pages)

WHOLE CLASS: The class is talkative and argumentative with each other. There are a couple systems in place to encourage on-
task behavior. I will continue these rewards within my unit since the students are already used to them. They can clip up or down on
a color behavior system. At the end of the day, whatever color they are on corresponds to how many class bucks they receive. Each
month the students get to go to the class store and buy items. The students are working to earn a class party as a group. They do
this by earning marbles for great behavior. Because the students do not work well in groups or with partners, I will continue direct
instruction and independent work. I will continue to allow students to stand at their seats or work at the standup table during
instruction.
SUBGROUP: To encourage this set of students, they will be encouraged to stand and stretch when they feel their attention wander. I
will redirect these students to perform these activities when I see them not on-task.
FOCUS STUDENTA: Student A has been moved to the back of the room so that he can stand up and move around without
distracting the other students.
FOCUS STUDENT B: Student B is seated in the front of the room so that he an be nearer to the board and in the corner so that if he
starts to get angry he isnt becoming a distraction.
Task #2 - Designing Instruction
Table 2.1.1 Grade Level, Content, Topic, and Rationale (limited to 1 page)
Category Description
nd
Grade Level 2 grade
Content Area Mathematics
Page 7
Unit Topic Time, Graphs, and Data
2.MD.7 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and
p.m..MD.D.9
2.MD.10 Generate measurement data by measuring lengths of several objects to the nearest whole
State Standards Addressed unit, or by making repeated measurements of the same object. Show the measurements by making
(written format) a line plot, where the horizontal scale is marked off in whole-number units..MD.D.10
2.MD.11 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with
up to four categories. Solve simple put together, take-apart, and compare problems using
information presented in a bar graph.
Average Lesson Time 45 minutes
Why did was this unit topic I spoke with my cooperating teacher, she said this was the next lesson that should be taught.
selected?
How does this unit address This unit is directly aligned with the state standards.
state curriculum standards?
Why is this unit appropriate at This unit is appropriate because it follows the school curriculum time period.
this time?
Table 2.2.1 Unit Design Table (limited to 4 pages)

Level(s)
Obj. No. Unit Objectives (e.g. Blooms
Taxonomy)
1
Student will be able to represent a set of data in a tally chart and in a bar graph. Understand, Apply
2 Apply, Create,
Student will be able to make and use a pictograph to solve problems. Evaluate
3
Student will be able to use picture graphs and bar graphs to solve problems. Analyze, Evaluate
4 Student will be able to learn to associate numerals on an analog clock face with increments of five
minutes. Understand
5 Student will be able to read and express time in terms of quarter and half past an hour and before an Apply, Analyze,
hour. Evaluate
Page 8
The pre-assessment comes directly from the Envision Math website. The pre-assessment covers the topics from the
Preassessment:
unit. Students are not assumed to know the information and are told that because they tend to get stressed doing
these.
Explain the specific
Describe specific
Explain adaptation(s) made Which objectives
Identify how the student results and
Describe the pre- rationale for for Students A and does this
assessment will be how those results
assessment used choosing this B OR why no assessment
scored will impact the unit
assessment adaptation(s) are address?
plan
needed
Student A will be
placed at the back
table so that he can
The assessment will be
stand and move as
scored by one point per This assessment is
This type of he needs to without
answer that the student designed to express
Students will be assessment is being a distraction for
This assessment is to give. If the to the teacher which
given a pre-test one the students the rest of the
addresses all the question asks the areas of the unit need
from EnVision Math have experience students.
objectives. student to give two more instruction and
for this unit. with for the
answers, then the which dont need as
entire year. Student B will be
question will be worth much instruction.
given the test at a
two.
different time so that
he can work at his
own pace.
Page 9
V
T Instructional Describe Specific Adaptations/
Lesson Formative Assessment
Lesson Date R Activities/ Differentiation
Objective(s) (formal/informal)
I Strategies
C*
3/7/1 T 1 Modeling, Self- Exit Slip 16-3 Student A will be given an extra
7 Assessment worksheet to give him more
challenges with this task.
1
Student B will be given one on one
time with the teacher at the back
table.
3/8/1 V, T 2 Modeling, Extra math Exit Slip 16-5 Student A will be given an extra
7 worksheets, Self- worksheet to give him more
Assessment challenges with this task.
2
table.
3/9/1 T, V 3 Modeling, Self- Exit Slip 16-6 Student A will be given an extra
7 Assessment worksheet to give him more
3
table
3/10/ T, R, 1,2,3 Graphing Activity The finished graphing sheets Student A will create a pictograph
17 I Students will query are the formative assessment for as well as a bar graph.
their peers and tally this lesson. Student B will work with the teacher
4 the answers to their one on one to formulate his query.
queries on their bar Teacher will check in with this
graphs. student to make sure he is on track.
3/21/ T 4 Modeling, Coloring Exit Slip 16-1 Student A will be given an extra
17 and Clock activity, worksheet to give him more
5 Self-Assessment challenges with this task.
Page 10
table
3/22/ T 5 Exit Slip 16-2 Student A will be given an extra

17 worksheet to give him more
6
table
At the end of the unit, the students will take the post-test that is provided by Envision. The fact that these tests
Summative
are nearly identical will aid in determining student mastery of the subject presented
Assessment:
*V-Lessons (must identify two) to be video recorded and observed; T- Lesson integrates technology; R- Lesson uses reading strategies; I- Lesson
demonstrates integration of content across and within content fields; C- Lesson utilizes community resources
Provide a copy of pre-assessment document and the corresponding scoring key/rubric in Appendix A.
Table 2.2.2 Unit Design Narrative (limited to 2 pages)

Why are the objectives appropriate? The objectives are appropriate because they teach from the basic Blooms level of
understanding and work their way up to creation. Each objective is precise and gives
an objective that can be easily measured. In addition, these objectives directly reflect
the state and district standards for the second-grade mathematics curriculum.
Why are the lessons sequenced in this manner? The lessons are sequenced in this manner because this is how this 2nd grade team
has determined them to be sequenced. Since time has been taught at an earlier
lesson, the time part of this lesson will be a review with the emphasis on the
graphing directives.
Why were these instructional strategies/activities These strategies are appropriate for the grade level and for this class. The students
selected? can work independently which is beneficial to this classroom dynamic. These
activities were also a direct result of the Envision Math curriculum used in the
district.
How do the instructional strategies/activities Each activity directly addresses the learning objective of the lesson. The Envision
address the learning objectives for this unit? Math curriculum used in the district has set forth the skill that must be taught in that
lesson. The strategies are presented to give the students a basis of understanding of
Page 11
the topic.
How will a variety of levels of thinking skills be Blooms levels will be addressed by starting with the basics of understanding and
addressed (e.g., Blooms Taxonomy)? Give specific working their way up to creation. The students will have ample time to use the skills
examples of use. that they have been taught to cement them into their learning.
Explain the reading strategies that will be used Although this unit is mathematics, reading strategies are present in the graphing
throughout the unit. Give specific examples. activity. Students must create a question and four answers to finish a tally chart, bar
(Remember that using text is not a reading strategy) graph, and pictograph. They must express their question and answers to other
classmates while following through answering the questions about their data
findings.
What resources will be needed for this unit (include The Smartboard will be used daily. Envision worksheets online and paper.
school and community resources)?
How will technology be integrated within the unit? Teacher will use the Smartboard to work through problems so that students can
Explain both teacher use and student use. follow along on their paper copies.
How does the unit demonstrate integration of This unit shows cross-curriculum integration in the graphing activity. The students
content across and within content fields? must come up with a question and a set of answers to present to the classmates to
collect data. They must read their questions and answers to their classmates.
How does the unit demonstrate both teacher- The unit represents teacher-centered strategies by having the teacher model
centered and student-centered instructional problems on the board. The student-centered part of this unit is in the graphing
strategies? activity. Since this group dynamic does not do well with collaboration, that will be
kept to a minimum.
Provide a copy of two complete detailed lesson plans in Appendix B.
Narrative 2.3.1 Lesson Plan Design (limited to 2 pages)
Question Lesson Plan 1 Lesson Plan 2
What will the students entering this The students will have seen and used a bar The students will know what a graph looks like
lesson already know about the topic? graph before in their evidence folders. from the previous lesson.
What type of assessment was chosen? The assessment will be from the Envision The assessment will be from the Envision
Why? quick check page. This is the type of quick check page. This is the type of
assessment they are used to and it directly assessment they are used to and it directly
follows the format they have used during follows the format they have used during the
the lesson. lesson.
Page 12
How were the specific differentiated The students who need one on one teacher The students who need one on one teacher
activities needed to help will be provided with time to do that. help will be provided with time to do that.
adapt/accommodate for individual Student B is in the group that will have one Student B is in the group that will have one on
learning needs for the Whole Class, on one time with the teacher. There are one time with the teacher. There are other
Subgroup, and Focus Students other students from the subgroup in the students from the subgroup in the group of
determined? group of students with one on one time with students with one on one time with the
the teacher. teacher.
Student A will be provided with more Student A will be provided with more
advanced worksheets to give him a advanced worksheets to give him a challenge.
challenge. Other students in the class are Other students in the class are given the
given the opportunity to work on the opportunity to work on the advanced
advanced worksheet as well. worksheet as well.
Why was the specific reading The students must find the important parts The students must find the important parts of
strategy(ies) identified in the plan of the word problems by locating important the word problems by locating important words
chosen? words and underlining them. and underlining them.
How was critical thinking, problem The students must use their critical thinking The students must use their critical thinking
solving, and higher level addressed skills to determine which parts of the skills to solve the problem set forth in the
thinking in the lesson plans? questions are important to answer the questions. Students will use higher levels of
specific questions. By using higher Blooms Blooms Taxonomy like analyzing and
Taxonomy levels like analyzing and evaluating.
evaluating are important for skill solving.
How does the technology utilized By using the Smartboard so that the The students will be able to watch the
enhance student learning? students can fill in their worksheets as the problems being solved in real time from the
teacher does, the students can understand Smartboard to their worksheet
the steps to solve the problems.
Discuss specific classroom routines and The class works with the teacher on their The class works with the teacher on their
procedures that will be in place with this worksheets as the teacher works on the worksheets as the teacher works on the
lesson to maximize instructional time. Smartboard on the Guided Practice part of Smartboard on the Guided Practice part of the
the worksheet. Using plenty of modeling, worksheet. Using plenty of modeling, the
the students can ask questions as they students can ask questions as they come up
come up during the lesson. during the lesson.
How will the active and equitable The students are asked to volunteer The students are asked to volunteer answers
participation of all students during this answers which allows the teacher to notice which allows the teacher to notice those
lesson be ensured? those students who arent volunteering. students who arent volunteering. Knowledge
Knowledge of students who often lose of students who often lose interest allow the
interest allow the teacher to check in on teacher to check in on their progress during
Page 13
their progress during the Guided Practice the Guided Practice part of the lesson. This
part of the lesson. This can be done by can be done by asking students who do not
asking students who do not have their have their hands raised to answer the
hands raised to answer the questions or by questions or by the teacher walking around
the teacher walking around the room to the room to check on students.
check on students.
How does the lesson demonstrate Teacher-centered instructional strategies Teacher-centered instructional strategies are
teacher-centered and student-centered are shown by the Guided Practice section shown by the Guided Practice section of the
instructional strategies? of the worksheet shown on the Smartboard. worksheet shown on the Smartboard. Student-
Student-centered strategies are shown with centered strategies are shown with the
the students able to work on their own in students able to work on their own in
Independent Practice portion of the Independent Practice portion of the worksheet.
worksheet. It is at that time that the It is at that time that the students can ask
students can ask questions of their questions of their classmates or the teacher.
classmates or the teacher.
Table 2.3.2 Adaptive Plans (limited to 1 page)
LESSON PLAN 1 LESSON PLAN 2

PLAN FOR INSTRUCTION
STUDENT A STUDENT B STUDENT A STUDENT B
Student A will have Student B will have Student A will have Student B will work
an extra worksheet one on one time with an extra worksheet. one on one with the
What specific adaptations/modifications available for him to the teacher. This This is a voluntary teacher. He gets
to the instructional plan are needed? stretch his knowledge adaptation is activity. He often acts distracted by the
Why are these adaptations appropriate of the subject matter. appropriate because out when he gets other students around
for the student? This adaptation is it is from his IEP. The bored and finishes his him and will stop
If adaptations are determined to be appropriate because added one on one work earlier than the working altogether to
unnecessary, identify the part(s) of the he acts out due to his time gives him rest of the class. I had watch them. Bringing
plan that will not be adapted (if any). boredom during class. support that he needs set up some extra him to the back table
Why are adaptations/ The challenge of the to have confidence in math for the class and takes away part of
modifications not needed? more difficult work is his abilities. This also noticed how much he that distraction and
what he had been takes away from his enjoyed the gives him
wanting since I feeling of isolation. challenge. That encouragement to
Page 14
started my student inspired this keep working.

teaching. adaptation.
Table 2.4.1 Unit Assessment Design Table (limited to 2 pages)
Explain the specific Which Describe how

Explain
Describe the adaptation(s) made for objectives does Identify how the specific student
rationale for
assessment Students A and B OR this assessment will results will
choosing this
to be used why no adaptation(s) assessment be scored impact the unit
assessment
are needed address? plan
The students will
Students A will have no grade their own
Students are adaptation. He will use Independent
familiar with any extra time working Practice part of
The this type of on extra worksheets or the worksheet.
This assessment
Independent assessment. reading. His problem is The students will
will not affect the
Practice This focus and that extra mark which
Formative unit. The Exit Slip
section of the assessment worksheet will help with questions are
Assessment Objectives 2,3 at the end of the
worksheet is gives a quick that issue. incorrect. This
- Informal activity is the one
graded at the idea of what Student B will work one score is not
that impacts the
end of each students on one with the teacher recorded but a
unti.
lesson. understand at the back table. That type of note
and what is adaptation is to maintain home to parents
still unclear. his focus and give him about how the
more support. math lesson
went that day.
This Student A and Student The assessment If most students
At the end of assessment B will not have any is a pass/fail. do not pass the
the lessons, a has been used adaptations. All students Either the Exit Slip/quick
Formative
quick check the entire year listen to the teacher give student gets it check then the
Assessment Objectives 2,3
will be for these math the directions on the one right or wrong. If teacher will set
- Formal
executed. The units. The question of the Exit Slip the student gets time aside to
last question students are then work out the the question reteach and
from the quick familiar with problems. No changes wrong, then they review the
Page 15
check from the them which will be made since this receive a incorrect
Envision Math makes them is a quick check with homework page information.
unit will be comfortable which the students are that is extra
used. with them. familiar. practice.
Those students
who fail the Exit
Slip will be
recorded in the
grade book.
Student A will have no
adaptations because he
can focus completely on
the task at hand. He will
This have an available
assessment is worksheet for a
one that the challenge.
students are Student B will take his
The end of
used to in summative assessment If most students
unit The assessment
form and at a different time that do not pass the
assessment is scored by how
function. The the rest of the class. The summative
will be like the many answers
reasoning rationale is that doing assessment, the
pre- the student is
Summative behind that is his assessment at a teacher will
assessment. It Objectives 2,3 asked to give.
Assessment that the different time takes identify which
will be directly There will be one
students are away the stress of parts of the unit
from the point given for
already answering the questions were unclear and
Envision Math each correct
comfortable at the same speed as plan a reteaching
program. answer.
with the format the rest of the class. He lesson.
and covers the is not given any answers
information but is read the questions
from the unit as much as needed.
directly. The teacher will also
help keep Student B
focused by redirecting
him when his focus
wanders.
What is the The minimum level of performance is growth from the pre-assessment. Each student must receive a better grade on
Page 16
minimum level of the summative assessment than on the pre-assessment.

performance
expected of all
students to
achieve on the
summative
assessment?
Are any
differences in
The performance difference between the subgroup and the remainder of the class equals focused movement and lack
performance
of redirection during the assessment. Those students in the subgroup will be encouraged to stand during the test and
expected between
follow the teacher as she does simple stretches that students can follow when they are waiting on the next question.
the subgroup
The subgroup tends to move around in a way that distracts others. With the teacher performing slow stretches that are
described in Task
meant to be followed but not a distraction, the students of the subgroup will be encouraged to move in a directed
1 and the
manner.
remainder of the
class? Explain.
Provide a copy of one formal formative assessment document and the corresponding scoring key/rubric in Appendix C.
Provide a copy of one informal formative assessment document and the corresponding scoring key/rubric in Appendix C.
(if applicable)
Provide a copy of the summative assessment document and the corresponding scoring key/rubric in Appendix C.
Task #3 -Teaching and Learning

Table 3.1.1 Narrative Daily Teaching Reflection (limited to 4 pages)
NOTE: These students have shown a lack of maturity regarding using one to one technology. These students have been trained to
get online but they are not able to retain the information and lack the maturity to be patient and wait for help. What happens with
technology is that the students forget how to log in or cannot use simple instructions to log into the technology. It is for this reason;
these students do not use one to one technology. They do use technology as a class by working with the Smartboard.
Page 17
Day 1: On day 1, before I introduced the topic I had the students walk around the room including some lunges to get the wiggles out.
I had previously tried yoga but walking around the room works better than the yoga videos. I had to stop them at one point because
of the bickering but after helping them work that out, they completed their walk around the room. I then started with the lesson
introduction and worked my way through. My subgroup was still having a problem sitting still and maintaining focus. Students working
independently were told that when they finished they could read or work on one of the extra math worksheets provided. A member of
my subgroup and student B worked with me one on one at the back table after I got the students working independently. One student
does not need the help but like to be in proximity of the teacher during the time. The other student has low confidence and a lack of
focus. He can do the work but needs the teacher to prompt him all the time about working. He often does not get the entire
worksheet finished. He can finish the Independent Practice page by the time we grade then must take home the back page to work
with his family. Student B spent much of the one on one time needing focus redirection. After about 8 minutes of work on the
Independent Practice, the class got out their blue pens to grade that one section. Using technology, I worked through the problems
on the SmartBoard. Since the students have previously shown that they do not learn well using independent technology, all
technology is used by the class. I used the technology of the Smartboard to project the same information that the students have on
their papers so that they could see exactly what they should be doing. At this point, students could ask questions about the answers.
Students put everything away and got out privacy folders to take their exit slips. My subgroup and focus students took their exit slips
at the same time as the rest of the class. I noticed Student A did a great job of focusing on the question and did not rush. He knew
that he could go back to his extra worksheet after he finishes correctly. Student B spent a good deal of this time not focused on the
task at hand. He did finish the task but he needed redirection to accomplish this. The subgroup did a great job on this part of the
lesson because it is one question and is over rather quickly. Several students did not answer the exit slip correctly and those were
given a homework page.
Reflection: In the future, I would use a lesson on an iPad. To do that, I would need to train the students how to get to the correct
screen and what their logins were. Then we would practice for a few weeks so that they are ready to use the technology to work.
Using the technology available, I could have a lesson that would scaffold and challenge my students that finish early. What went
wrong in this lesson is that the students did not have enough time to practice the strategies before they did the exit slip. I also believe
that I need to go over the content more before I teach it. Perhaps speaking it aloud so that I can hear where I stumble.
Day 2: On day 2, I asked the students to walk around the room to get the wiggles out. I had them include a movement that put their
hands up in the air like they are lifting weights. The students then sat at their desks and we discussed the topic for the day. Going
through the Envision lesson using the technology of the Smartboard, I watched students for signs of understanding. Students looked
on their papers and on the screen of the technology of the Smartboard to determine if they are on track. I asked the students if they
were ready to work independently to wave their arms like they are flying. I had my two students who need extra work move to the
back table and told the rest of the students to ask if they had questions. Those who finished early were told to work on one of the
extra math worksheets or read. I worked with the two students at the back table. One is in my subgroup and the other is student B.
My subgroup student wanted proximity to the teacher as she worked through her assignment. I worked with Student B encouraging
him to keep working. Student B had a difficult time maintaining focus throughout these few questions in the independent practice
section. He could finish the assignment before the class graded the work. I went through the independent practice on the technology
Page 18
of the Smartboard. Students put a star by the questions they got correct. I then had the students put their worksheets in their
mailboxes and pick up privacy folders. I read the exit slip to the students and those who got the answer correct threw their exit slip
away. Those who did not get the answer correct received a homework sheet for practice and to bring back the next day.
Reflection: Early finishers had a problem staying in control of their bodies. Next time I need to have extra worksheets that were
relevant to what we were doing that day. I wish these students were more technologically savvy. If they had been then I could have
found some interesting lessons online for them to work on during the lesson and for those early finishers. There are also some
students who just did not understand what I was trying to teach. Next time I would try to incorporate art or music in this lesson to
make it easier to understand.
Day 3: Today I started off by comparing bar graphs with pictographs. I showed the students in what ways they were similar. The
students had a problem with why pictures were used in the graph instead of a bar. In the middle of the lesson my students became
excited and had problems sitting still, so I had them walk around the room. I realized that I did not have them do this before the
lesson started. The students were loud and bickering as they walked around but they did calm down enough to get back into the
lesson. I went through the guided practice with the students by using the technology of the Smartboard. The students watched the
technology of the Smartboard to answer the questions on their papers. I explained to them that they had to check with the chart key
to find out how many votes each picture represents. That did not seem to work. After the lesson, I sat down and tried to think of a
better way to handle this instruction. Most students could not understand how a picture could represent more than one vote. I took
aside my students that met at the back table and students who felt they needed more help. I found that more students wanted to
come to the back table than had previously. I am unsure if that is because they did not understand or if they wanted proximity to the
teacher. As this smaller group went over the independent practice section, I found that many of the students did not try to do it on
their own. Most just wanted to complain about not understanding. I even had a problem being heard with my explanation because of
the complaints. Those students that finished early could either work with an extra math worksheet or read a book. I noticed that
several students did get the extra worksheet. The group at the back table got through this section and then the whole group graded. I
handed out the exit slip and read it to the students. All students answered this exit slip individually. I do allow two students to sit at
the back table during the exit slip because the quieter area helps them. The students then hand the slips to me to check and I hand
out homework pages to those who get the answer incorrect. It is at this moment that I noticed that students do not understand how to
make one picture equal two votes. The exit slip has a note that the key is one picture to two votes. I made sure to stress that part
when I gave the instructions, but I still had many students get the answer wrong because they either did not understand or they were
not listening.
Reflection: I wish I would have realized that the students would have such a problem understanding that a picture could represent
data. This fact confused them and we could not get past it. Unfortunately, I believe that experience will help me teach this lesson with
more success. In addition, now that I know that this type of information confuses students I can look for different ideas online to teach
this lesson. I also think that the students were not interested in the lesson and I did not do a great job of keeping their interest up.
Day 4: Today we did a graphing activity. The students created their own question and then asked classmates to gather data. I
Page 19
modeled how to create a question to gather data explaining that it must be a simple question by using the technology of projection
tool on the computer to show what I am doing on the technology of the Smartboard. I created my own question that projected on the
technology of the Smartboard then modeled how I would gather the data. I also modeled on the technology of the Smartboard how I
would mark tally marks on the worksheet. I noticed that I did not think out everything before the lesson because the students asked
me how they would know who theyd talked to so I came up with an idea on my feet. The students were told to stand up then raise
their hand to show that they are looking for a partner. They would look for someone who also had their hand up and hi 5 then. After
each student answered the others question they would turn their page over and write that classmates name down. Then they would
stand up and put their hand up ready to find a new classmate. This worked out well. I was surprised because most of the time I shy
away from collaborative work with this group. They performed this without bickering and could spend about 10 minutes doing this
activity. I then modeled for the students how to move the data I gathered onto my bar graph. The students then worked on making
putting their data into a bar graph. I gave them about 5 minutes to do this activity. I then modeled how to move my data into a
pictograph and gave them another 5 minutes to work. Finally, I passed out the last worksheet which they had to read the questions
and fill in the answers using their graphs to solve the problems.
Reflection: This lesson went over well. The students liked getting up and moving around. They enjoyed being able to interact. I
wished we could do more interactive or collaborative activities, but these students just dont have the maturity to handle this type of
thing often. In the future, I would like to have the students do this graphing activity on a technological devise. Then use software to
graph the information they obtained. The students stayed focused on what they were doing. This is about the only time I have worked
with this group on an activity that was interactive and it went well. Usually they end up bickering instead of working. I was very
pleased with this lesson.
Day 5: Mondays are difficult. The students have had a weekend to play and they are not ready to work. On this day, we discussed
how to read an analog clock. This involved skip counting which not every student has mastered. I had some students who grasped
this concept quickly and others that could not handle it without a visual. I had discussed how to teach this lesson with my mentor
teacher. I followed her advice by using my whole body to talk about the analog clock. My hands became the hands of the clock and I
had the students follow along using their bodies. We talked about how each number on the clock represents 5 minutes. Then we
counted by 5 around the clock. We discussed how the shorter hand is the hour hand and the longer one is the minute hand. Out loud
as a group, the class worked out the guided practice problems using the technology of the Smartboard. I then asked the students
who were ready to work on their own to show me their wings (arms). The other students came to the front of the room and these
students had a mini lesson with me on a couple questions of the independent practice. Then all but two students went back to their
desks. The two students who need more help went to the back table for one on one help. After the whole class graded their
independent practice section I handed out the exit slip. I noticed that the exit slip would not be a good representation of the lesson so
I changed the question to one that was more in line with what wed just learned. Most of the students did a good job on this exit slip.
Only 3 students took home a homework page.
Reflection: This lesson went well. I think what I needed to do was tell the students why they were learning to read an analog clock.
One of my higher students did not understand and referred to his digital clock when asked the current time. What I would have liked
to do is use an online activity to practice their skills. That would not only give the students more practice, but also give those students
Page 20
who need it more of a challenge.
Day 6: The students worked with expressing time using before, after, quarter to, quarter past. The students have worked with time
daily in their morning work but had not tried using these terms. I modeled how to do this activity on the technology of the Smartboard
and discussed how many minutes equaled a quarter of an hour. I drew a clock on the board then showed what 15 minutes looked
like. I had the students get out the clock we had made the previous day to help them visualize 15 minutes. I went through the guided
practice and when I asked how many students were ready to do the independent practice on their own, I found that I had many that
needed more help. I had these students sit in front of the Smartboard and we went over a couple problems of the independent
practice. After working with this larger group, I took my smaller group to the back table for more one on one attention. After giving
the students time to work on this section of the worksheet I had them get out their blue pens to grade. Then I handed out exit slips
and read the students the problem to solve. I had about 10 incorrect exit slips. This was a concept that was difficult for the students.
Those with incorrect exit slips took home a homework page for more practice.
Reflection: I think the students could not understand this abstract information. I think that I need to look at how other teachers have
taught this lesson to see what has worked for them. I also need to find a workshop or webinar to give presentation ideas. Next time I
would find an online activity that would give the students more practice using these vocabulary words.
Table 3.2.1 Narrative Reflection of Video Recorded and Observed Lessons 1 & 2 (limited to 2 pages)
Instructional Strategies Questions Lesson 1 Lesson 2
The lesson was successful. I reminded the This lesson was less successful than lesson 1.
students that they have used a bar graph I used the instructional strategies from the
before in their evidence folders. Since they Envision Math program that turned out to be a
had a firm frame of reference, the students little more than these students could visualize.
Overall, how did the instructional
could visualize how to make a bar graph. The students could not grasp the concept of
strategies for the lesson positively
The students walked around the room prior skip counting depending on what the key said.
impact learning for all students?
to the lesson which was needed because Then I had a problem with them understanding
math is at the end of the day and they what to do when they had a graph counted by
How do you know students met or
needed to get some exercise before the 2s and their answer is an odd number.
did not meet the objective(s)?
lesson. The objectives were met for some students
I know that the students met or did not meet and not for others. This was a difficult concept
Justify response with specific
the objectives because of the outcome of for some of the students in my class.
examples/evidence from the video.
the exit slips. Those who met the objectives I had several students come up to me with a
answered the exit slip correctly. Those that graph counted by even numbers and could not
did not had incorrect answers and received figure out what to do when there was an odd
a practice page. number to graph.
Page 21
Emotional needs of the students were The instructional strategies that were used
addressed by using one on one time and included modeling of the work on the
additional work to meet a different scale of Smartboard. Also, I used real life examples
needs. To keep focus for some of my that I knew pertained directly to the students to
subgroup, I used praise to keep them explain the concepts. The emotional needs of
motivated when they were working and the students were met with these real life
In what ways was the use of
answering questions. Instructional examples so that they had the information
instructional strategies to address
strategies used were modeling on the delivered to them in a way that they
the diverse cognitive, emotional and
Smartboard and this worked out well. understood. I used praise during the whole
social needs of all students
Students could see on the board and write group time to encourage students to speak up
successful?
down on their worksheets what the answers and try their best to answer questions. I know
were which helped confidence. Socials that some students work best independently
Provide specific examples.
needs were met by encouraging the and some work best with the teacher or by
students to get up and move around, but proximity. For these reasons, I worked the
when it was time to work they were advised lesson so that those who did not need as
not to be disruptive. much help were given time to work on their
own and those who needed the proximity or
extra help had that as well.
The students were engaged by constant I engaged the students by giving real life
Describe how students were questioning during the modeling. Questions examples that were meaningful to them.
meaningfully engaged in active that were asked to them were designed to These examples helped them dig deeper into
inquiry and higher level thinking. start their thinking on a higher level. the concept and explore some higher level
thinking.
The learning opportunities were equitable Those students who want to work
because there was modeling that helped all independently were given that chance while
the students. Then there was time to work those who needed more help were given time
How were instructional strategies
independently so that the students ready to work with the teacher.
effective in providing equitable
could get the assignment done. There was I know that there are some students who can
learning opportunities for all
one on one time for the students who understand quickly and want the time to
students?
needed more help. explore on their own. I gave the lesson and
most the students, who are in this group, could
work at their own pace. Those students who
want proximity or need one on one help were
given time at a back table to get that help.
Page 22
Reading was integrated into this lesson. Integration was included with reading. The
The students had to use cues in the students had to read the problems and
problems to determine how to answer the determine which parts of the word problem are
Was integration within and across question. needed and which they do not have to have
content fields successful? One question will give information about for this solution.
how many students like baseball, football, One example had data that had to be put into
Provide specific examples. soccer, and basketball. The students have a pictograph. Then the students had to
to read through the question to find the determine which set of data went into which
numbers that go with the labels provided to part of the graph.
answer the problem.
Classroom Learning Environment
Lesson 1 Lesson 2
Questions
As I went through the lesson, I asked I used nonverbal communication to let the
questions including What can you do with students know that I am interested what they
this bar graph? and When would you use must say by giving them time to answer a
this type of graph? I made sure to give question even if they need a moment to gather
Describe how a variety of verbal and many examples of the use of a bar graph in their thoughts to answer. Verbal cues used
nonverbal communication real life. Nonverbal communication was a included telling them they gave a great answer
techniques were used to foster wide smile when the students answer and that increasing the pitch of my voice to
active inquiry, collaboration, and correctly or a thumbs up/down to let them increase excitement. Collaboration was
supportive interaction in the know they are on the right track or to let included in the whole group discussion. The
classroom. them know they need to keep searching. students would answer a question and I would
The students interacted collaboratively by check with the other students to find if they
Provide specific examples. discussing the answers to the questions agreed. I tried encouraging those who were
during the discussion. When a student not answering to get involved but it was not
answered incorrectly but with creativity I the best day for the students to work
told them that I loved how they were collaboratively. I had a problem with bickering
thinking but that they needed to try again. getting in the middle of the lesson.
Page 23
The classroom learning environment was The overall classroom learning environment
conducive to positive social interactions was not as good as the previous lesson. There
because the students were in a good mood was a lot of bickering and side arguments
How conducive was the overall
for collaboration. They took turns answering going on while the lesson was proceeding. I
classroom learning environment in
without bickering and were excited to do the tried to get them back on track but it was
supporting positive social
independent practice on their own. difficult. I tried to get all the students involved
interaction, equitable engagement,
but it was not the right day for that. The
and self-motivation?
students were ready to answer the
independent practice section on their own until
they got started then many realized they did
not understand what was being asked and
came over to the back table for help.
Table 3.3.1 Narrative Reflection of Preassessment, Formative Assessments, and Summative Assessment (limited to 3 pages)
Pre-assessment
Four students were not able to take the pre-test because three were absent and one did not
have her normal Special Education teacher to aid her. Most of the students were above the
Overall analysis of results.
50% mark on the pre-assessment. I had thought that most of my students would be below
50%, so I was pleased for them.
The pre-assessment showed that the students needed to learn these concepts. There were a
Discuss the results in reference to few that did well on this assessment, but for the most part the students needed this unit
the learning objectives. taught. Many students did not know at all what some of the questions were asking and would
ask for help during the pre-assessment. They were told to do the best they can.
The pre-assessment data is used as a goal setting device for the students. They graph their
Describe how pre-assessment data
scores in their evidence folders then create a goal for the post-assessment.
was used to proceed with instruction
for all students.
There are two students who take their test with the Special Education teacher. These two
What is the plan to differentiate for students need one on one attention and a less stressful place to work. The other students do
all learners? not need differentiation. These students can take this pre-assessment with their classmates.
Formative Assessment
Page 24
The formative assessment given was in the form of an exit slip. The students had to give the
answer to one question and show the answer to the teacher. There were five students who
Overall analysis of results.
did not pass the exit slip. What I noticed is that I am not experienced yet to determine if the
students can pass the exit slip that is provided by Envision Math.
Discuss the results in reference to Some students did learn what was intended but I did not realize how difficult the concepts
the learning objectives. were. Students that had problems with the information caught up during the graphing activity. I
found that I still need to work with them on telling time with an analog clock. That concept is
Are students learning what was difficult and they do not understand why they cannot use a digital clock instead.
intended they learn?
I did give more time during following math lesson times to finish up the graphing project.
Discuss any adaptations based on
About half of the students were not able to complete this project in the time I gave, so I had
the results of formative
them work on this project after they had finished from the following lessons. That was the only
assessments.
adaptation I found was needed.
Since this is a one question exit slip, the students do not get any differentiation. All students
Identify differentiation needed to
are read the question at least once if not more than once. They have a few minutes to answer
help all students meet the goals and
this question before we move on. Even the student in the class who has test anxiety can
objectives of this unit.
accomplish this activity without aid.
Summative Assessment
I was amazed that there were some major jumps in percent right among the class but was
concerned with Student 10 who had a high pre-assessment score but did not increase his
knowledge from pre-assessment to post assessment. Student 9 also had a high pre-
assessment score but when the post assessment scores came out, this students scores went
What did the disaggregated data of
down. To me that seems to show they have a natural ability but they are not taking the
the assessment reveal?
opportunity to learn what is being taught.
I was pleased to see a big growth in most of the students whose pre-assessment scores were
in the mid 50% and 70% area. Those students may not have the natural mathematics ability
but they are taking the opportunity to learn.
All but one student passed this summative assessment which tells me that the students did
Discuss the results in reference to learn about the main objectives. Two students performed less on the post assessment than in
the learning objectives. the pre-assessment. I believe those two students did learn but I think they are the ones that
could not grasp the concepts presented in the lesson.
I believe that nearly every student learned what was intended. I had two students whose
Did all students learn what was scores went down, but I think that they were students whose ability to grasp abstract concepts
intended they learn? Explain. is lower than the rest of the students.
Page 25
Table 3.3.2a Chart/Table/Graphs of disaggregated data for the Pre-assessment (limited to one page)
Due to the varied nature of data collected by the teacher candidates, each candidate is asked to create a chart/table/graph that
includes data for the Whole Class, Subgroup, and Focus Students. Title the table/chart/graph and use labels to accurately portray the
data.
Table 3.3.2b Chart/Table/Graph of disaggregated data for the Summative Assessment (limited to one page)
Due to the varied nature of data collected by the teacher candidates, each candidate is asked to create a chart/table/graph that
includes data for the Whole Class, Subgroup, and Focus Students. Title the table/chart/graph and use labels to accurately portray the
data.
Page 26
Task #4 -Reflection and Professionalism
Narrative 4.1.1 Reflection on Learning Objectives (limited to 2 pages)
Based on the analysis of all the

Discuss at least TWO things to do
assessment results, identify TWO Give more than one reason for each of
differently in the future to extend these
learning objectives from the unit the successes identified.
successes to continue students academic
where students were most
growth.
successful.
Objective 1: Student will be able to The students had used a bar graph before in In the future, I would decrease the number of
represent a set of data in a tally their evidence charts. This real-life example worksheets from four to three. This set of
chart and in a bar graph. helped them understand what the point of a students needed more time to finish the
bar graph was. Also, the students performed worksheets given. I would look at the ability of
their own survey in which they collected data the students to determine if the students
using tally marks. Using the information, should do the three worksheets or add the
they collected, the students created their fourth which is an additional worksheet.
own bar graph. Doing their own data Another extension activity would be having the
collected that was about what they are students in groups planning the data
interested in gave them the confidence and collection. Once again, this depends on the set
opportunity to use what they had learned. of students. This group could not have
accomplished a group activity without
bickering so it would have to be a group that is
able to work collaboratively.
Objective 5: Student will be able to This was the second time the students had What I would do in the future is have a large
read and express time in terms of gone over this part of the lesson. That clock that had before, after and the minute
quarter and half past an hour and helped to make this lesson more successful increments on it up on the wall for the students
before an hour. than some of the others. Another reason it to look at. A large working clock that the
was more successful is because every students could use throughout the year and
morning in their morning work the students use when discussing time.
practice their time. I also found a clock I would have the students use their small
online that the students color and has whiteboards to write down the times I put on
before, after, and the time increments on it. the board. For example, I might draw a clock
Page 27
This activity gave the students a visual to on the board and put the hands so that they
reference. show 4:55. Students would then write the
correct time on their whiteboards.
Based on the analysis of all the
assessment results, identify TWO Give more than one reason for the Discuss at least TWO things to differently
learning objectives from the unit identified lack of success for each. in the future to improve students
where students were least performance.
successful.
Objective 2: Students will be able to I think this confused the students because
make and use a pictograph to solve the key was not always one picture equals I would schedule this subject two days to
problems. one vote. teach and understand. I know that is difficult
Another reason this may not have been a when it comes to scheduling but I think that is
success was that the students could not what would be needed.
figure out why they would use pictures I think that it would be best to partner the
instead of a bar graph. students up and discuss how to make a
I think this lesson was too quick for them. I pictograph. Give the partner sets a group of
think that these students needed more time questions to go over regarding the parts of a
to process the information where some pictograph including what to do when the
students can understand quickly. It would pictograph key says that one picture equals 2
have helped to have two days devoted to or more votes. That way the students can
this lesson. discuss it in their own words
Objective 4: Student will be able to When the class had previously done a skip Adding the number minutes to the class clock
learn to associate numerals on an counting lesson, which did not go well. I so that the students can see them every day
analog clock face with increments of was not surprised that this lesson was would help the students.
five minutes. difficult for them as well. The students could Another possible extension activity would
skip count by 5s but they had a difficult time include asking students randomly through the
remembering how much each number on day to write on their whiteboards what the time
the clock was worth. is. The give a prize to those who get the
The concept was abstract. They are used to answer correct.
using a digital clock and did not understand
why they had to learn to read an analog one.
Based on the analysis of assessment results, what other conclusions could be made about the students learning?
Page 28
This group of students need more visual reminders around the room to reinforce what theyve learned. That tells me that when I give
a lesson, I should have something to put on the wall as a reminder that the students can refer to during the day.
Based on the analysis of assessment results, how did making adaptations to instruction ultimately affect student learning?
Making changes in the lessons adapting the activity for all learners affected student learning by giving them time to get the wiggles
out. This allowed them to focus better. Also, having the extra math worksheets gave those bright students something to challenge
them which I feel is lacking.
Narrative 4.2.1 Reflection on Future Professional Development (limited to 1page)

What specific professional development
Identify at least TWO aspects of instruction that could be
opportunities/activities will help to acquire that knowledge
improved. Explain reasoning.
or skill?
Aspect 1: With my next class, I would like to include some activities that got
The lesson had math and some art involved with it. I would like to the students up and moving around in collaborative groups or
include a lesson that has a different of Gardners Intelligences. partners. For example, when working with the pictograph I would
With the class I was working with the lesson was in line with what like to work on the pictographs as a group then work out how to
they had been doing in the past. The reasoning was that I did not solve the problems together. My hope here is that the students
want to upset their behaviors. can talk through their thought process and perhaps explain
something to their group mates that had not been clear with the
teachers instruction.
In a previous lesson, we used rhymes and songs to help the
students remember the information. I would like to do that. I think
that the students would be more engaged with something extra
that gives them a more realistic reason for them to learn. There is
a fun activity I found after I did this lesson involving blowing a puff
ball using a straw across a measured area. I think if wed used
this type of activity, the students would have enjoyed it more and
learned better. I also found a cute page that is a reference for
what the parts of a graph are.
I would like to go to a class that shows how to make math fun by
showing how to create fun lessons. I have been searching for
classes focus on these items. Ive even looked through teaching
Page 29
books with ideas to make this type of lesson one that is

appealing to students.
I found a webinar on ASCD.org about creating lesson in a math
centered classroom that I am going to listen to. I am going to go
through the archives on that website to find other ways to create
a lesson that will engage the students.
Aspect 2: The next time I do this unit I would like to incorporate technology
There was not a lot of technology included in the lesson. like iPads. I would like the students to set up data collection on
google docs or another type of data collection application. Then I
would want them to use this information to create their problem-
solving bar graphs.
I would like to include more cross curriculum aspects to this type
of lesson. I think the students were confused and the dry aspect
of the lesson did not help them. What I would do is research
online what has worked for other teachers. I would want to find a
way to include a software program that others used. I thought
about using a flipped lesson but these students have shared with
me that they are often not able to have any time to work after
school due to other activities.
I was afraid to use a lot of technology because of the behaviors
in the classroom and experience with using one to one
technology with them. In the future, I would get the students used
to logging in to technology so that when we need to use
technology for a lesson they are ready.
I am going to search online for other ideas for including
technology in the classroom. Im sure ASCD.org has some
webinars I can listen to for that.
Table 4.3.1 Communication Log (limited to 2pages)
Page 30
Method
Person of
Follow Up
Date Contacted Contact Reason for Contact Result or Impact on Instruction
(if necessary)
I spoke with my
mentor after I
I asked my mentor teacher for an There were lessons that were not
March 9, retaught the lesson
Mentor assessment and advice regarding as successful as others. After a
10, 21, 22, In person and determined
Teacher the lessons successfulness each discussion of this with my mentor,
23,24, 2017 that the reteach
day. I decided to reteach a subject.
helped the students
understand.
The advice I received from this
This teacher is in the classroom I checked with this
teacher was instrumental in my
often, so I asked for any advice teacher again on
March 9, Special following lessons. She advised
regarding how the information was the next day to find
2017 Education In person that I keep asking the students
presented. She noted that the out if the advice
Teacher questions to keep them engaged
students were not engaged and was working in her
with the lesson instead of it being
that I had my back to her too much. opinion.
a lecture.
I found extra
Student C is bright and gets bored worksheets that
From Student Cs comments, I
easy but does not cause any were fun like
found that I needed extra
March 9, Student C In person disruptions. This student was bored coloring pages for
worksheets that were more in line
2017 and did not know what to do when the students for
with what he needed.
he finished the assignment. work on when they
finish early.
I watched the
students for clues
I realized that this group of
that they were
students might need more
losing focus. When
movement. I made sure to get
Student A asked if he could move they seemed to
March 10, these students up at some point
Student A In person around after he finished his need some
2017 before or during the lesson to
independent practice page. movement, I made
move around a little. Doing this
sure to get them up
helped the students focus when it
and move them
was time to learn.
around even if it
was just a
Page 31
Method
Person of
Follow Up
(if necessary)
movement of the
eyes and head.
I checked in on him
both days to find
out if he was ready
Spoke with student these two days I moved this student to a spot to rejoin the group.
March 22,
Student D In person to discuss his behavior during away from the group so that he is He was not and
23 2017
these math lessons. less of a disruption. stayed in a place
that held less
distractions than
his normal seat.
I wrote a note
home explaining
why she did not
have a good day.
I had asked her to follow along There was no
but she refused to listen. I follow up from her
Spoke with this student during the
decided this battle would not be parents. She tried
March 22, lesson. She was not listening but
Student E In person successful today so I clipped her to do a better job of
2017 working through the worksheet
down on the behavior chart and following directions
ahead of the class.
ignored her so that I can focus on but she gets bored
the students who were listening. easy. I made sure
to ask her to
answer questions
during in class
work time.
Walking to the lunchroom, I was I watched my students closer that
talking to this teacher about the day for understanding. I realized
Grade
March 23, lesson I had given the previous that there are some concepts that
Level In person
2017 day. When I finished telling her that were difficult for this group. I did
Teacher
the students didnt seem to feel better about my instruction
understand, she told me her after speaking to this teacher.
Page 32
Method
Person of
Follow Up
(if necessary)
students were also have a similar
problem.
Narrative 4.3.2 Reflection on Impact of Communications (limited to 1 page)

The communications that I had during this unit were mainly from the people that come into the classroom because they are the ones
who see the behaviors and how I handle them. I have talked to my mentor teacher quite a lot about the fact that this group is different
from many other groups I might encounter. This group needs a much firmer hand and a sterner teacher that does not deviate much
from what they have done in the past. They dont handle change well. I have determined that with each group of students, the
teacher has to change what type of lessons or activities that are planned. Some groups are able to handle more creative activities
but others, like this one, do not. I have also noticed that much of my communication was with students. They bicker and argue but it
seems to be for attention instead of any other reason. When I spoke to Student E I noticed that she wanted to start an argument with
me and was upset when that did not happen. Each student is unique and having a relationship with all students allows the teacher to
minimize upsets. Along with my communication with the teacher, my other most helpful communication was with the Special
Education Teacher. She is a strong teacher who has helped me greatly improve my communication skills with the students. I think
that critique from other teachers is important to improve teacher skills. What I learned from the communications is that students get
bored easily and often it is from them not understanding.
Appendix A
Page 33
Page 34
Page 35
Unit 16
Pre-assessment
Rubric
Question Possible Amount Correct

Number Score
1, side 1 0 Answer was given
2, side 1 1
3, side 1 1
4, side 1 1
5, side 1 1
6, side 1 1
7, side 1 1
1, side 2 4
2, side 2 1
3, side 2 1
4, side 2 3
Total 15
Page 36
Appendix B
Organizing Data
nd
2 Grade Subject: Mathematics Topic: Time, Graphs, & Data
Standards:
2MD.D.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four
categories. Solve simple put together, take-apart, and compare problems using information presented in a bar graph.
Objectives:
The students will be able to represent a set of data in a tally chart and in a bar graph.
Materials:
Topic 16-3 math worksheet, pg 517 from the Envision Math workbook and website.
Smartboard with Envision lesson pulled up on the screen.
Anticipatory Set: Ask students if they have seen a bar graph before. Where did they see it? What information did
they think it was trying to tell them? Explain that they will be using information in tables to make and use bar graphs.
.
Instruction Sequence time: 45 minutes
Pose the Problem: Direct student attention to the bar graph on page 517 of the worksheet and the same one on the
board. Ask the students how can they use a table to make a bar graph for which meal is the favorite in our class.
Take notes on how many students prefer breakfast, lunch, and dinner by putting tally marks to denote each vote.
Have the students mark the same responses on their worksheet. Fill in the bar graph with the tally mark information.
Explain that a tally mark is a way to keep track of data. Show the students that a bar graph helps keep track of the
data and looks like a bar.
Ask students questions about the data shown in the bar graph like which meal is the favorite. Makes sure to use
comparisons in the discussion, such as whether more students prefer lunch or dinner.
Guided Practice: Remind students that they can create a bar graph from information in a table. Do plenty of student
teacher modeling as this section is worked through on the Smartboard.
Ask students if they are ready to work on their own. Those that are will finish the packet. Those who need more help
will work with the teacher.
Students will use blue pens to grade their work as the teacher goes through Independent Practice.
Page 37
Adaptive learners will come to the back table to Higher level students will be given an additional worksheet
work one on one with the teacher. that will allow them to work with more depth.
Assessment: Students will grab their privacy folders and take the 16-3 Exit Slip from Envision. Read the directions to
the class. Those students who get the exit slip correct can throw away their exit slip. Those who do not get the exit slip
correct will have a homework page to take home and finish.
Page 38
Pictographs
2nd Grade Subject: Mathematics Topic: Time, Graphs, & Data
Standards:
2MD.D.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four
categories. Solve simple put together, take-apart, and compare problems using information presented in a bar graph.
Objectives:
The students will be able to make and use a pictograph to solve problems.
Materials:
Topic 16-5 math worksheet, pg 525 from the Envision Math workbook ad website.
Smartboard with Envision lesson pulled up on the screen.
Anticipatory Set: Show a bar graph and a pictograph side by side. Ask the students what the difference is between
the two graphs. Ask if they can still use the data the same.
. Instruction Sequence time: 45 minutes

Pose the Problem: Explain that they already know to make a bar graph using data from a table. Today they will be
learning how to make a pictograph.
Connect: Showing page 525 on the Smartboard, ask the students to raise their hands if their favorite subject is read,
then math, then science, then social studies. Record on the correct spot how many prefer each subject by drawing that
many books on that line of the table. Complete the table by drawing books to represent how many students prefer the
rest of the subjects. Explain that a pictograph is a graph that uses pictures to show data. A symbol is the picture that is
used to show the data.
Ask the students how they can use a tally chart to make a pictograph to find out our class favorite subject. Discuss.
Review how to record data using tally marks. Demonstrate drawing tally mark. Emphasize that tally marks are
organized in groups of five. Draw on the board what a group of five tally marks looks like. Then draw the empty tally
chart shown on page 525 on the board. Tell students that they can use the tally mark chart to draw a pictograph. Have
students fill in their pictograph using the same data from the board.
Guided Practice: Remind students that they can create a bar graph from information in a table. Do plenty of student
teacher modeling as this section is worked through on the Smartboard.
.
Page 39
Ask students if they are ready to work on their own. Those that are will finish the packet. Those who need more help will
work with the teacher.
Students will use blue pens to grade their work as the teacher goes through Independent Practice
Adaptive learners will come to the back table to work Higher level students will be given an additional
one on one with the teacher. worksheet that will allow them to work with more depth.
Assessment: Students will grab their privacy folders and take the 16-5 Exit Slip from Envision. Read the directions to
the class. Those students who get the exit slip correct can throw away their exit slip. Those who do not get the exit slip
correct will have a homework page to take home and finish.
Page 40
Appendix C
Formal Formative Assessment.

Exit Slip Rubric
Each stick figure equals Student should have answer = 2
Orange There should be 2 stick figures
Apple There should be 5 stick figures
Banana There should be 3 stick figures
Page 41
Independent Practice
Rubric No rubric needed. This is graded as a whole class.
Page 42
Post Assessment
Unit 16
Post Assessment
Rubric
Page 43
Post Assessment Rubric

Possible Amount Correct
Score
#1 2
#2 2
#3 2
#4 3
#5 4
#6 2
#7 2
Total 17
Page 44

16

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

16

Uploaded by

Copyright:

Available Formats

Kansas

Task #1 - Contextual Information & Learning Environment Factors

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

_1____ Asian or Pacific Islander _0____ Other (specify) __________

Table 1.3.1 Focus Student Information (limited to 1 page)

Personal This student needs redirection in a

Personal This student does best when there is

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

Task #2 - Designing Instruction

Unit Topic Time, Graphs, and Data

Average Lesson Time 45 minutes

Table 2.2.1 Unit Design Table (limited to 4 pages)

3/22/ T 5 Exit Slip 16-2 Student A will be given an extra

Table 2.2.2 Unit Design Narrative (limited to 2 pages)

Provide a copy of two complete detailed lesson plans in Appendix B.

Narrative 2.3.1 Lesson Plan Design (limited to 2 pages)

Question Lesson Plan 1 Lesson Plan 2

Table 2.3.2 Adaptive Plans (limited to 1 page)

LESSON PLAN 1 LESSON PLAN 2

started my student inspired this keep working.

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

Explain the specific Which Describe how

minimum level of the summative assessment than on the pre-assessment.

Task #3 -Teaching and Learning

who need it more of a challenge.

Instructional Strategies Questions Lesson 1 Lesson 2

Task #4 -Reflection and Professionalism

Narrative 4.1.1 Reflection on Learning Objectives (limited to 2 pages)

Based on the analysis of all the

Narrative 4.2.1 Reflection on Future Professional Development (limited to 1page)

books with ideas to make this type of lesson one that is

Table 4.3.1 Communication Log (limited to 2pages)

Narrative 4.3.2 Reflection on Impact of Communications (limited to 1 page)

Question Possible Amount Correct

. Instruction Sequence time: 45 minutes

Formal Formative Assessment.

Rubric No rubric needed. This is graded as a whole class.

Post Assessment Rubric

You might also like

_1____ Asian or Pacific Islander _0 Other (specify) ______