TPA Final

Jordan Adkins
Bluefield State College
March 19, 2017
 TPA Task 1: Contextual Factors Template
Types of Factors
Community
Brushfork area rural community in
Mercer County
Population about 1200-1300 people
Population 96% white, , 2% mixed, and
2% Asian
Median age 35
Median household income $35,000 about
$6,000 lower than that for West Virginia
20% of the population 25 years and older
did not attain a high school degree, 40%
with high school degree, 13% a 4-year
degree, and less than 3% with a masters
degree
39% population married, 39% never been
married, 15% divorced, 7% widowed
School
Brushfork Elementary School mission
statement combine research-based
instruction with the support of parents and
community to produce students who will
be successful and productive citizens of
the 21st century
Approximately 190 students enrolled for
2016-2017 school year (K-5)
90% of students are white, 7% mixed
race, 3% black
All students receive free breakfast and
lunch
Students also receive Blessings in a
Backpack based on income
Only 1 ELL student
About 13 students per teacher
Very busy school schedule depending on
resource teacher that is there.
Time allotted each day for small group
instruction as well as twice a week for
computer lab
Family
Median household income $35,000
44% of annual household income between
Contextual Factors
Community
Brushfork is a small rural community is Mercer County. The population
of Brushfork is estimated to be 1200-1300 people. Out of the estimated
1200-1300 people, 96% of the population is white, 2% of the population
is of mixed race, and 2% is Asian. The median age is 35. The median
household income in Brushfork is around $35,000 which is $6,000 lower
than the median household income for West Virginia. In the Brushfork
area, about 20% did not attain a high school degree, 40% has a high
school degree, 13% has a 4-year degree, and less than 3% has a masters
degree. In the Brushfork area, 39% of the population is married, 39% has
never been married, 15% is divorced, and 7% is widowed.
School
Brushfork Elementary School has approximately 190 students enrolled
for the 2016-2017 school year. Out of 190 students about 90% is white,
7% is mixed, and 3% is black. All students at Brushfork Elementary
School receive free breakfast and lunch as implemented by Mercer
County Schools as part of the Community Eligibility Option (CEO)
from the Healthy, Hunger-Free Kids Act of 2010. Students at Brushfork
Elementary receive Blessings in a Backpack, which provides students
will food for the weekend and is based on income. Only one student at
Brushfork is an ELL student, and this student is in my classroom. The
teacher-to-student ratio is about 13 students per teacher. The school
schedule at Brushfork is very busy and changes each day depending on
the resource teacher that is there. Time is also allotted each day for small
group instruction in reading, and some students receive small group
instruction in math. Placement in small groups is based on student
performance. Students also go to the computer labs twice a week for
additional instruction.
Family
The median household income in Brushfork is around $35,000. About
44% of the annual household income is between $25,000 and $40,000.
About 56% of households in the Brushfork area are families with the
average family size consisting of 3 people. In Brushfork 64% of families
are married-couple families, and 36% are single-parent families. Out of
23 students in my classroom, a couple students live with a
grandparent/guardian, and one student is in foster care. Most of the
parents in my class are involved and support their childs education.
 $25,000 and $40,000
Average family size around 3
56% of households in area are families
64% are married-couple families, 36%
single parent families
Out of 23 students, couple live with
grandparents, and 1 is in foster care
Most of parents in the class are involved
and support childs education
Classroom Factors
Students sit in groups of 4-5
Mixture of students working together and
independently
Clearly established classroom rules and
routines
Very busy classroom schedule
Parents mostly involved
Access to technology
Content Specific Factors
Access to dry erase boards
Laminated strips on desks
Resources to dictionaries and thesauruses
Manipulatives and games
Access to technology
Student Factors (In terms of the whole
class and individual students)
23 students, 12 boys and 11 girls
19 are white and 4 are mixed race
Age 9-11 years old
Boys more talkative than the girls
Several students with special needs and
IEPs
2 students currently in the SAT process
Most students performing at instructional
level
Most of students are visual learners but
also enjoy hands-on learning
Classroom Factors
Students in the classroom sit together in groups of 4 to 5 students.
Activities in class are often completed independently and in groups. The
classroom rules and routines are clearly established. Students often know
what they are supposed to be doing and when they are supposed to be
doing it. This helps to reduce classroom interruptions. The classroom
schedule is very busy and changes each day. Most of the instructional
time is devoted to English Language Arts and math. In my class, most of
the parents are involved in their childrens education. Technology is
available in the classroom. Students have access to 6 tablets/laptops and
1 desktop. There is also a Smartboard in the classroom.
Content Specific Factors
Students have access to dry erase boards which can be used in any
content area, and the students enjoy using them. Each student has
laminated strips on their desks which contain multiplication facts,
measurements, number lines, etc. Students also have access to resources
such as dictionaries and thesauruses. There are also many different kinds
of manipulatives and games for math and reading. The classroom also
has 6 tablets and 1 desktop computer that students may use.
Student Factors
My class has 23 students. There are 12 boys and 11 girls. Out of 23
students, 19 of them are white and 4 students are mixed race. Students in
my class range from 9 to 11 years old. My class is very well behaved,
but can be very chatty especially the boys. Several students in my class
have special needs and IEPs. Three students are pulled out every
morning to receive individualized instruction in reading and math. One
of these students also has a behavioral disorder and takes medication for
it. Two other students in my class are currently going through the SAT
process. One student in my class is also gifted and receives
individualized instruction during the week. I also have another student
who was recently prescribed medication for ADHD. Most of my
students perform at the instructional level in reading and in math. Most
of my students are visual learners, however they also enjoy hands-on
activities as well.
TPA Task 1: Contextual Factors Narrative

Community, School, and Family Factors

Brushfork is a small rural community located between Bluewell and Bluefield in Mercer

County, West Virginia. Brushfork Elementary School is a K-5 school with approximately 190

students enrolled for the 2016-2017 school year. About 90% of the school population is white,

7% of the population is mixed race, and 3% of the population is black. Each student at Brushfork

Elementary School receives free breakfast and lunch as implemented by Mercer County Schools

participation in Community Eligibility Option (CEO) from the Healthy, Hunger-Free Kids Act of

2010. Select students at the school also receive Blessings in a Backpack, which provides lower-

income students with food for the weekend. Brushfork is considered one of the lower-income

areas in Mercer County. While most of the parents at Brushfork Elementary are involved and

support their childs education, some parents are not as involved or do not care. Based on

observations in my classroom, students whose parents are not as involved often do not perform

as well as their peers. This could be due to many reasons such as: parents working multiple jobs,

lack of resources at home, or lack of education from the parent.

The mission statement at Brushfork Elementary is combine research-based instruction

with the support of parents and community to produce students who will be successful and

productive citizens of the 21st century. As a teacher, it is very important to keep parents

involved in their childs education. I would inform parents as much as possible about classroom

activities, homework, upcoming tests and school events. It is also important to inform parents

about student performance and behavior.

Classroom Factors

When planning for instruction, I would include a mixture of group work and individual

activities to go along with lessons. Classroom rules and routines are clearly established as my

students often know what they are supposed to be doing and when they are supposed to be doing

it. As their teacher, I would enforce these rules and routines to help reduce classroom

interruptions and behavior issues. Brushfork Elementary also has a very busy schedule. It is

important when I am planning for lessons that I am well prepared, as this saves time, and that I

provide an adequate amount of time for activities to be completed. Since I have access to

technology in my classroom such as the Smartboard, ELMO, and tablets, it is important that I

incorporate its use into my lessons. This will help engage students in my lessons.

Content Specific Factors

When planning for instruction, I would use a variety of materials, resources, and

manipulatives in my lessons. Instead of traditional pencil and paper work, students have access

to dry erase boards and manipulatives. These items can be used during lessons to engage students

and reach different types of learners; students also seem to enjoy these activities more. It is also

important that I utilize the use of technology into my lessons as much as possible to help keep

students engaged.

Student Factors (Whole class and Individual Factors)

Students in my classroom have a variety of needs and learning abilities. When planning

for instruction, I would create lessons that would engage my students. My lessons would allow

for students to work together and individually. I would also need to differentiate my instruction
so that I could reach students performing at a variety of levels and with different learning styles.

I would try to incorporate hands-on activities and technology as much as possible to engage my

students and to reach different types of learners. For students who are struggling, I would plan

for small group activities or individualized instruction.

References

Areavibes. (2017). Brushfork, WV Demographics. Retrieved from:

http://www.areavibes.com/brush+fork-wv/demographics/

Brushfork Elementary School. (2015). Brushfork Elementary Schools Mission Statement.

Retrieved from: http://mercer-k12.wvnet.edu/brushfork/mission-statement-2/

City-Data. (2017). Retrieved from: http://www.city-data.com/city/Brush-Fork-West-

Virginia.html

Graphiq. (2017). Retrieved from: http://public-schools.startclass.com/l/98498/Brushfork-

Elementary-School

Mercer County Public Schools. (2012). School Breakfasts, Lunches Free to Mercer County

Students Beginning August 27th. Retrieved from: http://boe.merc.k12.wv.us/?q=node/1227

TownCharts. (2016). Brushfork, WV Demographics Data. Retrieved from:

http://www.towncharts.com/West-Virginia/Demographics/Brush-Fork-CDP-WV-

Demographics-data.html
 TPA Task 2: Unit Framework Template
1. BIG IDEA: Students will spell grade-appropriate words with the final /j/,
2. STANDARDS
1. NCTE/IRA Standard for
English Language Arts:
Standard 6: Students apply
knowledge of language structure,
language conventions (e.g., spelling
and punctuation), media techniques,
figurative language, and genre to
create, critique, and discuss print
and non-print texts.
2. West Virginia Department of
Education TREE
Standard: Language
Cluster: Conventions of Standard
English
Objective: ELA.5.37 Demonstrate
command of the conventions of
Standard English capitalization,
punctuation and spelling when
writing.
Spell grade-appropriate
words correctly, consulting
references as needed.
/v/, and /s/ sounds.
3A. LEARNING GOALS
1. Students will improve their spelling
from pre-test to post-test by applying
their knowledge of the spelling pattern
final /j/, /v/, and /s/ when
proofreading and correcting
misspelled words in a passage.
2. Students will improve their spelling
skills from pre-test to post-test by
using knowledge of syllabication
patterns to recognize and spell words
with common final syllables.
3. Students will improve their spelling
skills from pre-test to post-test by
using the spelling words in context
and consulting references as needed.
3B. TYPE/LEVEL OF GOALS
1. Cognitive-mental skills/knowledge;
Blooms Taxonomy:
Apply-use information in new
situations
Students will use their
knowledge of the spelling
pattern final /j/, /v/, and /s/
when proofreading and
correcting misspelled words in
a passage.
2. Cognitive-mental skills/knowledge;
Blooms Taxonomy:
Understand- explain ideas or
concepts
Students will use their
knowledge of syllabication
patterns to recognize and spell
words with common final
syllables.
3. Cognitive-mental skills/knowledge;
Blooms Taxonomy:
Remember- recall facts and
basic concepts
Students will use the spelling
words in context, consulting
references as needed (define).
Task 2: Standards and Goals Narrative

The Big Idea, Learning Goals, and Domain of Learning

For the TPA, I based my learning goals and objectives on the concept of spelling grade-

appropriate words with the final /j/, /v/, and /s/ sounds. I chose this concept because in

previous weeks we have studied words with other final ending sounds such as final /n/ or /n/,

/chr/, and /zhr/, ful, -ly, -ness, -less, and ment. In previous lessons and based on student

performance on the pre-test, students still struggled to spell words with these endings correctly. I

chose to do a unit in spelling, in hope, that by applying different strategies other than simply

memorizing the spelling words, students will be able to improve their spelling.

Each goal addressed in relation to the big idea of the unit identifies with the cognitive

domain of learning (mental skills/knowledge). I chose Blooms Taxonomy to describe my

learning goals. For my first goal, I stated that students would improve their spelling by applying

their knowledge of the spelling pattern final /j/, /v/, and /s/ when proofreading and correcting

misspelled words in a passage. According to Blooms Taxonomy, students would apply and use

this knowledge of the spelling pattern in new situations. For my second goal, I stated that

students will improve their spelling by using knowledge of syllabication patterns to recognize

and spell words with common final syllables. This would apply to the Understanding section of

Blooms Taxonomy as students would recognize and spell words with common final syllables.

For my last goal, I stated that students would improve their spelling by using spelling words in

context and consulting references as needed. This would apply to the Remembering section of

Blooms Taxonomy in which students would use the spelling words in context. By using the

words in context, students can associate the spelling word with a definition, and therefore
remember how to spell the words. The learning goals I have chosen for this unit go beyond

simple repetition and memorizing of spelling words. The learning goals listed above deepen

student understanding of the spelling words by applying their knowledge of the spelling pattern

in new situations, examining syllabication patterns, and using the spelling words in context.

When teaching new lessons, there will be challenges that students may face. Some

students in my class may not be able to apply the strategies being taught at school when they get

home. For some of my students, their only exposure to the spelling words will be at school. For

these students, it is important that I make my activities engaging and meaningful as possible.

Many students in my class are below-level or on-level students. While repetition and memorizing

the spelling words may be easier, it is not as engaging. The goals I have set may be challenging

for my students, but I feel they are more beneficial and will be more applicable for them in the

future.

References

National Council of Teachers of English (NCTE). (November 2012). NCTE / IRA Standards for

the English Language Arts. Retrieved from: http://www.ncte.org/standards/ncte-ira

West Virginia Department of Education. (2016). TREE. Retrieved from:

https://webtop.k12.wv.us/0/apps/tree/cso/view/ccrela/5
 TPA Task 3: Assessment Plan Template

LEARNING ASSESSMENTS LEVEL RATIONALE FOR ASSESSMENTS

GOAL (Methods matched to outcome types and content area. For each OF (use this column to assist your narrative by
(from Task 2, goal include one or more assessment where appropriate. The MAST writing short, bulleted notes of rationale
3A) same assessment can provide evidence of learning for multiple ERY ONLY)
goals, provided that the parts of the assessment are aligned with (e.g.,
the appropriate goal.) 75%, 9
out of
10)

1. Students Pre-Assessment For the pre-assessment students 50% Simple pre-test to show
will improve will be given an oral spelling test.
their spelling students ability to spell
from pre-test words ending with the
to post-test by final /j/, /v/, and /s/
applying their
sounds.
knowledge of
the spelling
pattern final Formative Proofreading activity, word 75% Used as a mid-week
/j/, /v/, and
/s/ when
scramble assessment.
proofreading Shows if students can apply
and correcting
their knowledge of final
misspelled
words in a final /j/, /v/, and /s/ sounds
passage. to correctly spell misspelled
words.

Post-Assessment Oral, 30-word spelling test 75% Oral test given to check if
students can correctly spell
the words. Students will be
given the opportunity to
check over their test
(proofread) before turning
in the test.

2. Students will Pre-Assessment For the pre-assessment students 50% Simple pre-test to show
improve their will be given an oral spelling test.
spelling skills students ability to spell
from pre-test words ending with the
to post-test by final /j/, /v/, and /s/
using
knowledge of sounds.
syllabication Formative Word sort, Sparkle game, 75% Students will sort words into
patterns to syllabication activity.
recognize and appropriate column. Shows
spell words if they can correlate final
with common
/j/, /v/, and /s/ sounds to
final syllables.
correct spelling.
Syllabication activity to
help students recognize
words with common final
syllables.
Sparkle game to test
auditory skills. Test
students knowledge of
syllabication and spelling.

Post-Assessment Oral, 30-word spelling test. 75% Oral test given to check if
students can correctly spell
the words. Students will be
able to identify the sounds:
final /j/, /v/, and /s/ and
interpret it into the correct
spelling.

3. Students will Pre-Assessment For the pre-assessment students 50% Simple pre-test to show
improve their will be given an oral spelling test.
spelling skills students ability to spell
from pre-test words ending with the
to post-test by final /j/, /v/, and /s/
using the
spelling words sounds.
in context and
consulting
references as Formative Writing the spelling word that best 75% Shows students ability to
needed. completes each sentence, students understand spelling words
create their own sentences using in context. Knowing the
the spelling words, crossword
puzzle, Jeopardy, matching game meanings of the spelling
words can help students
relate definition to spelling.

Post-Assessment Oral, 30-word spelling test. 75% Oral test given to check if
students can correctly spell
the spelling words. Test
 includes sentences
containing the spelling
words. Having the words in
context may help students
remember how to spell each
word.

TPA Task 3: Assessment Plan Narrative

In order to plan for instruction accordingly, I will deliver a spelling pre-test to my

students. The pre-test will check to see if students can correctly spell words ending in final /j/,

/v/, and /s/ sounds. The results of the pre-test will show me where to begin planning my

instruction. The pre-test will show what my students already know and what we will need to

work on as we progress in the unit.

Pre-test- Each of the three goals will be addressed in the pre-test.

The spelling pre-test will be delivered orally by the teacher. The teacher will administer

the pre-test using the spelling sentences from day 5. The teacher will say the spelling word, then

say the spelling sentence, and repeat the spelling word once more. The pre-test will show the

students ability to spell words ending in final final /j/, /v/, and /s/ sounds.
Formative Assessments

A variety of formative assessments will be used ranging from assignments in the Readers

Notebook to games and hands-on activities.

Formative Assessments Day 1

Learning goal 2: Students will complete the syllabication activity on their whiteboards. Students

will syllabicate a spelling word and underline the common final ending. This activity will help

students to recognize words with common final syllables.

Learning goal 3: Students will use their spelling words in context by completing a crossword

puzzle. Students will solve the crossword puzzle by writing the spelling word that best fits each

clue. This activity will help show students ability to place spelling words in context.

Formative Assessments Day 2

Learning goal 2: Students will complete the syllabication activity on their whiteboards. Students

will syllabicate a spelling word and underline the common final ending. This activity will help

students to recognize words with common final syllables.

Learning goal 2: Students will sort the spelling words into the appropriate column. This will

show if they can correlate final /j/, /v/, and /s/ sounds to correct spelling. The word sort

homework assignment is attached below. The interactive word sort completed in class is attached

with the Day 2 lesson plan in Task 4. For the interactive word sort, students were given small

plastic bags containing little strips of paper with their spelling words typed on them and headings

for each column. Students sorted the spelling words according to final ending sound on their

desks.
Formati

Formative Assessments Day 3

Learning goal 3: Students will use their spelling words in context by identifying the spelling

word that best completes a sentence and creating their own sentences using the spelling words.

The purpose of this activity is to show the students ability to understand spelling words in

context.
Learning goal 3: Students will play the spelling memory/matching game. Students will first place

the spelling cards on their desks. Students will match the spelling word to its definition. Once

this is completed, students will turn to their neighbor and quiz each other on the spelling words.

The student will be asked to provide the definition for the spelling word or spell the spelling

word. The purpose of this activity is to show the students ability to understand spelling words in

context. An example of this activity is attached to the Day 3 lesson plan submitted in Task 4.

Learning goal 3: Students will play the game Jeopardy. For the game, there will be three

categories: final /j/, /v/, and /s/. Each category will contain the definitions of the spelling

words. Words with more than one meaning or words that may be unfamiliar to students will be

appointed more points. The teacher will start the game by providing a definition for one of the

spelling words. One student per group will be given the opportunity to provide the spelling word

that matches the definition. The team that answers correctly will get to choose the next question

from one of the categories. Once all questions have been answered, the team with the most points
wins. The purpose of this activity is to show the students ability to understand spelling words in

context.

Formative Assessments Day 4

Learning goal 1: Students will complete a proofreading activity. Students will proofread the

paragraph, circle the misspelled words, and write the spelling words correctly. The purpose of

the proofreading activity is to show if students can apply their knowledge of final /j/, /v/, and

/s/ to correctly spell misspelled words.

Learning goal 1: Students will complete a spelling word scramble. Students will unscramble the

spelling words and write them correctly. The purpose of the activity is to show if students can

apply their knowledge of final /j/, /v/, and /s/ and correctly spell misspelled words.
Learning goal 2: Students will play the game Sparkle. The Sparkle game will test students

listening skills and knowledge of common final syllables. Students will use this knowledge to

spell their spelling words. An example of the class playing the game can be found in the teaching

video submitted in Task 5.

Post-Assessment Day 5: Each of the three goals will be addressed in the post-test.

For goal 1, the 30-word oral spelling test will assess if students can correctly spell the

spelling words ending in final /j/, /v/, and /s/ sounds. Students will be given the opportunity to

check over their test (proofread) before turning in the test. For goal 2, an oral test will be given

to check if students can correctly identify the sounds final /j/, /v/, and /s/ and interpret those

sounds into the correct spelling. For goal 3, students will be given the oral spelling test. The test

includes sentences containing the spelling words. Having the spelling words in context may help

students remember how to spell each word.

References

Bauman, J. F., Chard, D.J., Cooks, J., Cooper, J. D., Gersten, R., Lipson, M., Vogt, M. (2010).

Journeys (Unit 5 Lesson 23). United States of America: Houghton Mifflin Harcourt

TPA TASK 4: Focus Students Template

Identify two Rationale for Focus Student 1: Student 9 is a female student 10 years of age. Her instructional level is
focus that of a Tier 2 student. Student 9 can be shy and quiet, but she often participates during lessons.
students Student 9 is very well-behaved and focused. While she tends to perform well in math, she
with diverse occasionally struggles with reading and spelling. I chose Student 9 because she did very poorly on the
learning pre-assessment, and I know she can do much better. Due to her poor performance, I want to measure
needs. the impact of my instructional methods on her.
Provide
your
reasoning
for choosing Rationale for Focus Student 2: For my second focus student, I have chosen student 16. Student 16 is
the 2 11 years old. Student 16 is a very likeable student, and he is usually well behaved. However,
students. occasionally he loves to talk too much and sometimes needs reminders to stay on task. He does get
distracted and can be unfocused at times. He also has the tendency to rush through his work. Student
16 is very bright and knows the material very well, but because he rushes through his work
sometimes, it causes him to make careless mistakes. Student 16s instructional level would be that of a
Tier 2 student. However, based on his work, especially in writing, Student 16 struggles with spelling.
He also performed poorly on the pre-assessment, and it is because of this that I want to measure the
impact on my instructional methods on him.

Describe Focus Student 1: Since Student 9 is a quick learner, I will provide multiple activities where she can
what you practice writing and using the spelling words in context. After a few activities, I feel student 9 will
will do to have improved from her performance on the pre-assessment. Also, student 9 does not have the neatest
differentiate handwriting, so I believe handwritten spelling activities will be beneficial for her.
instruction
for each
focus
student. Focus Student 2: Since Student 16 struggles with spelling, I will provide him with a variety of
activities to practice using his spelling words. In addition to the traditional activities such as writing
the spelling words and using them in context, I will use more engaging activities to help Student 16
stay interested and focused. These activities include a word sort, matching game, partner games, and a
listening activity.

TPA Task 4: Design for Instruction Narrative

 The design and delivery for instruction began with the administration of the pre-test. The

pre-test was used to gauge students knowledge of spelling words with the final final /j/, /v/, and

/s/ sounds. During the delivery of the pre-test, I notice many students with confused and unsure

looks on their faces. This was the first indicator that instruction was needed. I then used the

results of the pre-assessment to influence the design of the spelling unit. The results of the pre-

assessment were poor so when designing instruction, I determined that I needed to provide an

array of activities for students to practice and use the spelling words (see lessons attached

below).

In addition to using the pre-assessment results to influence the design and delivery of the

unit, I also examined other factors such as student performance and home-life to contribute to the

design on lessons. Several students in my class struggle spelling even basic words. I carefully

chose activities that would allow students to practice their handwriting and writing their spelling

words correctly, connect ending sound to spelling, and using the spelling words in context. I also

chose activities that would engage students more in learning their spelling words than using just

traditional pencil-paper activities. Spelling is a subject where work must be put in at school and

at home in order to learn the words. Several students in my class do not put in as much effort at

home and this could be caused by multiple factors. Either some of these students do not care and

therefore do not do their homework, or they do not have anyone at home to help them with their

studying because of working parents or the parents do not care. I chose as many activities as

possible for students to perform at school to supplement for the lack of studying at home. Many

of the activities chosen were also simple enough that they could be completed at home without

the aid of a parent.

 When designing the unit, I also consulted with two other teachers. I asked them for

suggestions of different activities I could use during the delivery of the lessons. I also consulted

with the teachers about the material to be covered. The teachers suggested that I should have

students practice with the words that were missed the most on the pre-test and review words that

were not frequently missed. I also consulted with the teachers about any resources I could

borrow for the delivery of the spelling unit.

In the delivery of the spelling unit, I relied heavily on the use of technology. I would use

the Smartboard and ELMO to aid in the delivery of the direct (whole group) instruction and for

the guided practice activities. Other resources used included spelling cards for the word sort and

spelling cards with definitions for the match game and partner activity. Students also used dry

erase boards and markers.

Differentiated instruction for the focus students was based on individual needs. For

student 9 who has messy handwriting and performed poorly on the pre-test, I would provide her

with more handwritten activities. For student 16 who struggles with focusing and spelling, I

would provide him with more engaging activities along with traditional activities. These

activities included a word sort, matching game, partner activities, and a listening activity. For the

rest of the class, many of the activities focused on the spelling words that students frequently

missed on the pre-test.

Bluefield State College
Daily Lesson Plan (Template)

Day 1

Name: Jordan Adkins Date: February 20, 2017

Subject: English Language Arts Topic: Spelling

Grade: 5th Length of Lesson: 20 minutes

Introduction (Essential Question): How do we spell words with the final /j/, /v/, and /s/
sounds?

Standard: Language
Cluster: Conventions of Standard English
Objective: ELA.5.37 Demonstrate command of the conventions of Standard English
capitalization, punctuation and spelling when writing.
Spell grade-appropriate words correctly, consulting references as needed.

Specific Objective: Students will spell grade-appropriate words with final /j/, /v/, and /s/
sounds with 75% accuracy.

Method(s):
Students will learn through whole group instruction, guided practice, and independent practice.

Materials:
Smartboard
Dry erase boards & markers
Readers Notebook p. 316

Direct Instruction:
The teacher will administer the spelling pretest.
The teacher will introduce the new spelling words.
The teacher will write the spelling word cabbage on the Smartboard. Pronounce the
word, stressing the final /j/ sound. Syllabicate the word. Underline age in the word.
Explain that the letters have the sound of short i and j. Repeat the same steps for the
spelling words creative and justice.

Guided Practice:
 Guide students to identify the sounds/spellings in the remaining spelling words as
needed.
For example, the teacher will say the word storage. Students will syllabicate the word on
their whiteboards. Students will then underline the final syllable in the word. The teacher
will then ask the class to identify the sound the final syllable makes. Repeat the steps for
as many spelling words as needed.

Differentiation:
Tier 1: Students will receive shortened assignments, extended time, or re-teaching of skills as
needed and complete p. 316 from the Readers Notebook.
Tier 2: Students will complete p. 316 from Readers Notebook with little to no assistance from
the teacher.
Tier 3: Students will complete p. 316 from the Readers Notebook without assistance from the
teacher.

Lesson Closure:
The teacher will review the spelling words. The teacher will review final /j/, /v/, and /s/ sounds
and spellings.

Independent Practice:
For additional practice with their spelling words, students will complete p. 316 from their
Readers Notebooks. Students will solve the crossword puzzle by writing the spelling word that
best fits each clue.

Assessment:
Students will be assessed formatively and with p. 316 from the Readers Notebook. The teacher
will note which students need additional instruction. Students who receive a score of 75% or
higher on the independent practice activity will achieve mastery of the objective.

Reflection:
Before beginning the lesson, I administered the spelling pretest. I knew that results of the pretest
would most likely be low. What I did not expect was for the results to be as poor as they were.
To begin the spelling unit, I focused on the ending sounds /j/, /v/, and /s/. I showed the class
how to syllabicate the spelling word cabbage and underlined the final ending sound. I repeated
the process with the class and had them try some examples on their own. I felt they had
developed an adequate understanding of the syllabication and recognizing final ending sound.
Overall, I think the lesson was successful. One thing I would change about the lesson would be
the independent practice activity. For the independent practice, I had students complete a
crossword puzzle. Students were provided with clues and had to write the spelling word that best
fits each clue. Based on the direct instruction of syllabication and recognizing final ending
sound, I realize this activity would have been more appropriate for another day in the unit. A
more appropriate activity would have been a spelling word sort, where students sorted the words
by final ending sounds.
Bluefield State College
Daily Lesson Plan (Template)

Day 2

Name: Jordan Adkins Date: February 21, 2017

Subject: English Language Arts Topic: Spelling

Grade: 5th Length of Lesson: 30-40 min.

Introduction (Essential Question): How do we spell words with the final /j/, /v/, and /s/
sounds?

Standard: Language
Cluster: Conventions of Standard English
Objective: ELA.5.37 Demonstrate command of the conventions of Standard English
capitalization, punctuation and spelling when writing.
Spell grade-appropriate words correctly, consulting references as needed.

Specific Objective: Students will spell, sort, and syllabicate grade-appropriate words with final
/j/, /v/, and /s/ sounds with 75% accuracy.

Method(s):
Students will learn through whole group instruction, guided practice, and independent practice.

Materials:
Readers Notebook p. 317
Word Sort activity
Pencil & paper
Dry erase boards & markers
Smartboard

Direct Instruction:
Review spelling words and skill: identifying final /j/, /v/, and /s/ sounds.
Draw 3 rows on the board and label them: final /j/, /v/, and /s/.
Begin the lesson by telling students that breaking words down into smaller parts, or
syllables, can help us spell larger words.
 Write the word storage on the board and read it aloud. Break the word into syllables and
read each syllable aloud with students: stor|age. Emphasize the final /j/ sound. Tell
students that words ending in -age have the sound of the short i and j. Also, note that the
base word is store.
Point out that in some words ending in age, -ice, or ive, students should look for
familiar base words. This can help students with the spelling of the word and can make it
more familiar. However, explain that you cannot always identify base words in words
with familiar endings, as in village, office, or native.
Repeat the syllabication steps for the words olive and justice and then write the word in
the appropriate row on the Smartboard.

Guided Practice:
Do examples on dry erase boards with class: passage, apprentice, language, relative,
manage, postage, native, package, detective, cowardice, and average. Students will
divide the words into syllables and write in parentheses the base word to which the
ending syllable age, -ice, or ive has been added, if applicable. Check orally with the
class. Add the spelling words to appropriate rows on the Smartboard.

Differentiation:
Tier 1: Students will receive shortened assignments, extended time, or re-teaching of skills as
needed and complete the spelling word sort with help from the teacher.
Tier 2: Students will complete the spelling word sort with little to no assistance from the teacher.
Students will add two of their own words to the word sort and place them in the appropriate
category.
Tier 3: Students will complete the spelling word sort without assistance from the teacher.
Students will add two or more of their own words to the word sort and place them in the
appropriate category.

Lesson Closure:
The teacher will review the spelling words. The teacher will review the spelling skill: identifying
final /j/, /v/, and /s/ sounds. The teacher will review the word sort and add example spelling
words in the appropriate sections of the chart.

Independent Practice:
Students will complete the spelling word sort. Students will sort the spelling words into the
appropriate sections: final /j/, /v/, and /s/ sounds. Students will also add to the chart words any
other words they know with the final /j/, /v/, and /s/ sounds. For additional practice, students
will complete the word sort on p. 317 in their Readers Notebooks for homework.

Assessment:
Students will be assessed formatively and with the spelling word sort activity completed in class
and for homework. The teacher will note which students will need additional instruction before
moving on to the independent practice. Students who receive a score of 75% or higher on the
independent practice activity will achieve mastery of the objective.

Reflection:
For day 2 of the spelling unit, the lesson focused on syllabication and recognizing the final
ending sound of the spelling words. This lesson was like a continuation of the lesson taught in
day 1. I liked that I added the spelling strategy of breaking words down into smaller parts or
syllables to aid in the spelling of longer words. I also liked that I added that students should look
for base words so that unfamiliar words can become more recognizable. I feel that the students
found this information to be helpful. To reinforce the lesson from day 1, I had students practice
syllabicating the spelling words and underlining the final ending sound (final /j/, /v/, and /s/).
Again, I had students perform several examples until I believed they had developed an adequate
understanding of the task. I felt that this lesson was an improvement of the lesson from day 1
because the independent practice activity correlated with my instruction. I also felt my
independent practice activity was more engaging and better showed their knowledge and
understanding of the spelling skill.
Word Sort

Final /j/ Final /v/ Final /s/

storage passage detective

olive voyage postage

service knowledge cowardice

relative image adjective

cabbage creative village

courage average language

native justice prejudice

cooperative beverage heritage

apprentice
Bluefield State College
Daily Lesson Plan (Template)

Day 3

Name: Jordan Adkins Date: February 22, 2017

Subject: English Language Arts Topic: Spelling

Grade: 5th Length of Lesson: 30 minutes

Introduction (Essential Question): How do we spell words with the final /j/, /v/, and /s/
sounds?

Standard: Language
Cluster: Conventions of Standard English
Objective: ELA.5.37 Demonstrate command of the conventions of Standard English
capitalization, punctuation and spelling when writing.
Spell grade-appropriate words correctly, consulting references as needed.

Specific Objective: Students will identify the spelling words with their meanings and correctly
use the spelling words in context with 75% accuracy.

Method(s):
Students will learn through whole group instruction, guided practice, and independent practice.

Materials:
Spelling words
Spelling memory/matching game
Spelling Jeopardy
Spelling words in context worksheet
Smartboard
ELMO

Direct Instruction:
 Review the spelling words and skill: identifying final /j/, /v/, and /s/ sounds.
Explain to students that another way to help us remember the spelling words is by
knowing the definitions of the words and how to use these words in context. By knowing
the definitions, it makes the spelling words more familiar and easier to remember and
spell.
Review spelling words with multiple meanings or words that may be unfamiliar to
students such as: passage, service, native, voyage, justice, detective, postage, cowardice,
notice, heritage, and apprentice.
o passage- a short piece of writing; hall or way through a building; the act of
moving along; or the act of making a bill into a law.
o service- an organization, company, or system that provides something to the
public; a type of ceremony or program.
o native- referring to a place where a person was born; produced, living, or
existing naturally in a particular region.
o voyage- long journey to a distant or unknown place especially over water or
through outer space.
o justice- the process or result of using laws to fairly judge and punish crimes and
criminals; used as a title for a judge.
o detective- a police officer whose job is to find information about crimes that have
occurred and to catch criminals.
o postage- the cost of sending a letter or package by mail.
o cowardice- fear that makes you unable to do what is right or expected; lack of
courage.
o notice- information that tells you or warns you about something that is going to
happen; to become aware of (something or someone) by seeing, hearing, etc.
o heritage- the traditions, achievements, beliefs, etc., that are part of the history of a
group or nation.
o apprentice- a person who learns a job or skill by working for a fixed period of
time for someone who is very good at that job or skill.

Guided Practice:
For guided practice, students will be playing Spelling Jeopardy.
For the game, there will be three categories: final /j/, /v/, and /s/. Each category will
contain the definitions of the spelling words. Words with more than one meaning, or
words that may be unfamiliar to students will be appointed more points.
The teacher will start the game by providing a definition for one of the spelling words.
One student per group will be given the opportunity to provide the spelling word that
matches the definition. The team that answers correctly will get to choose the next
question from one of the categories.
Once all questions have been answered, the team with the most points wins.
Differentiation:
Tier 1: Students will receive re-teaching of skills as needed. Students will work in a small group
with the teacher to learn more about the spelling words and their meanings.
Tier 2: Students will play the spelling memory/matching game.
Tier 3: Students will play the spelling memory/matching game.

Lesson Closure:
The teacher will review the spelling words and review the spelling skill: identifying final /j/,
/v/, and /s/ sounds. The teacher will review spelling words with multiple meanings and will
review the spelling words that may be unfamiliar to students.

Independent Practice:
Students will play the spelling memory/matching game. Students will first place the spelling
cards on their desks. Students will match the spelling word to its definition. Once students have
completed this, they will then shuffle the cards and place them face-down on their desks. They
will then flip over one of the cards and try to find its match. For additional practice, students will
complete the spelling words in context worksheet. Students will write the spelling word that best
completes each sentence. Then students will write five of their own spelling sentences.

Assessment:
Students will be assessed formatively with the guided practice activity and independent practice
activity completed in class. The teacher will note which students will need additional instruction
before moving on to the independent practice activity. Students will be assessed using the
spelling words in context worksheet. Students who receive a score of 80% or higher on the
words in context activity will achieve mastery of the objective.

Reflection:
For day 3 of the spelling unit, I focused on understanding the meanings of the spelling words and
using the spelling words in correct context. I feel that this lesson is an excellent example of using
pre-assessment data to determine instruction. The spelling words used in this lesson were
specifically chosen because they were the most frequently missed words on the pre-assessment. I
chose these words because many of them have multiple meanings, and by placing the words in
context, it would make the words more familiar. I believe this lesson was successful and that it
helped students become more familiar with the spelling words. I liked the activities that I had
planned, and I believe the students enjoyed them as well. I believe that my independent practice
activity correlated well with my instruction. I also would have included the crossword puzzle
from day 1 because I feel it applied to the skills being taught in this lesson. Based on their
performance in the activities, I believe my teaching was successful. However, if I were to teach
this lesson again in the future, I would split the lesson over the course of two days. There were
many activities I had to prepare for this lesson, and it was a bit overwhelming.
Spelling Match Game

passage service native

a short piece of writing; hall an organization, company, or referring to a place where a

or way through a building; the system that provides person was born; produced,
act of moving along; or the act something to the public; a living, or existing naturally in
of making a bill into a law. type of ceremony or program. a particular region.

voyage justice detective

long journey to a distant or the process or result of using a police officer whose job is
unknown place especially laws to fairly judge and to find information about
over water or through outer punish crimes and criminals; crimes that have occurred and
space. used as a title for a judge to catch criminals.

postage cowardice notice


the cost of sending a letter or
package by mail.
heritage
the traditions, achievements,
beliefs, etc., that are part of
the history of a group or
nation
adjective
a word that describes a noun
fear that makes you unable to
do what is right or expected;
lack of courage.
apprentice
a person who learns a job or
skill by working for a fixed
period of time for someone
who is very good at that job or
skill
knowledge
understanding of something or and woman enter for the
of having information
information that tells you or
warns you about something
that is going to happen; to
become aware of (something
or someone) by seeing,
hearing, etc.
prejudice
a favoring or dislike of
something without good
reason; unfriendly feelings
directed against an individual,
a group, or a race
marriage
the relationship that a man
purpose of having a home and
raising a family
Name: Date:

Spelling Words in Context

Directions: For items 1-5, write the spelling word that best completes the sentence.

cabbage language relative voyage average

1. My cousin is my ________________________.

2. I speak German as a second _________________________.

3. _________________________ is one ingredient in Cole slaw.

4. Last summer, I went on an ocean __________________________.

5. The students performance on the test was _____________________________.

Directions: Create five more sentences using this weeks spelling words.

1. ________________________________________________________________

2. ________________________________________________________________

3. ________________________________________________________________
4. ________________________________________________________________

5. ________________________________________________________________
Bluefield State College
Daily Lesson Plan (Template)

Day 4

Name: Jordan Adkins Date: February 23, 2017

Subject: English Language Arts Topic: Spelling

Grade: 5th Length of Lesson: 25 minutes

Introduction (Essential Question): How do we spell words with the final /j/, /v/, and /s/
sounds?

Standard: Language
Cluster: Conventions of Standard English
Objective: ELA.5.37 Demonstrate command of the conventions of Standard English
capitalization, punctuation and spelling when writing.
Spell grade-appropriate words correctly, consulting references as needed.

Specific Objective: Students will spell grade-appropriate words with final /j/, /v/, and /s/
sounds with 75% accuracy.

Method(s):
Students will learn through whole group instruction, guided practice, and independent practice.

Materials:
Readers Notebook p. 318
Spelling word scramble
Pencil & paper
Smartboard

Direct Instruction:
Review the spelling words and skill: final /j/, /v/, and /s/ sounds.
 Review spelling words in context. Explain to students any of the spelling words that have
multiple meanings or words that may be unfamiliar.

Guided Practice:
As a review, students will play the spelling game Sparkle. Students will stand in a line. The
teacher says the spelling word. Each student will provide one letter in the word. Once all the
letters have been said, the next student must spell the entire word. Once the entire word has been
spelled, the next student will say sparkle, and the student to his/her left is out of the game.

Differentiation:
Tier 1: Students will receive shortened assignments, extended time, or re-teaching of skills as
needed and complete p. 318 from the Readers Notebook with help from the teacher. Students
will also complete the word scramble activity.
Tier 2: Students will complete p.318 with little to no assistance from the teacher. Students will
complete the word scramble activity.
Tier 3: Students will complete p. 318 without assistance from the teacher. Students will
complete the word scramble activity.

Lesson Closure:
The teacher will review the spelling words and spelling skill for the week: final /j/, /v/, and /s/
sounds.

Independent Practice:
Students will complete p. 318 from the Readers Notebook. Students will proofread the
paragraph, circle the misspelled words, and write the spelling words correctly. Students will
complete the word scramble activity. Students will unscramble the spelling words and write them
correctly.

Assessment:
Students will be assessed formatively and using the independent practice activity. Students who
receive a score of 75% or higher on the independent practice activity will achieve mastery of the
objective.

Reflection:
For day 4 of the unit, I used this day as a review of the previous lessons. I thought this review
would be helpful because the class will be taking their spelling test the following day. As part of
this review, I had the class play the spelling game Sparkle. I really liked this game because I
thought it not only tested their listening skills, but it also tested their knowledge of the spelling
words. Students did not have a chart of the spelling words to look at, so they had to know the
letters that made up the spelling word and the sequence that the letters occurred. Also, if a
student said the wrong letter, the next student had to immediately know which letter came next.
This game was challenging but helpful. For the independent practice, I believe the activities were
also helpful and showed the students knowledge of the spelling words. Overall, I thought the
lesson was successful.

Name: Date:

Directions: Unscramble the spelling words and write them correct spelling
next to the scrambled word.

1. srogate 2. igmae

3. oivle 4. cearvite

5. srevcie 6. aervgae

7. rletaive 8. jstucie

9. cagbbae 10. detctevie

11. curogae 12. pstogae

13. niatve 14. cwoaridce

15. pagssae 16. ajecditve

17. vayoge 18. vallgie

19. koweneldge 20. luagange

Bluefield State College
Daily Lesson Plan (Template)

Day 5

Name: Jordan Adkins Date: February 24, 2017

Subject: English Language Arts Topic: Spelling

Grade: 5th Length of Lesson: 25 minutes

Introduction (Essential Question): How do we spell words with the final /j/, /v/, and /s/
sounds?

Standard: Language
Cluster: Conventions of Standard English
Objective: ELA.5.37 Demonstrate command of the conventions of Standard English
capitalization, punctuation and spelling when writing.
Spell grade-appropriate words correctly, consulting references as needed.

Specific Objective: Students will spell grade-appropriate words with final /j/, /v/, and /s/
sounds with 75% accuracy.

Method(s):
Students will learn through whole group instruction, guided practice, and independent practice.

Materials:
Teachers Manual p. T127
Pencil & paper
Direct Instruction:
Review skill: identifying the final /j/, /v/, and /s/ sounds.

Guided Practice:
Review spelling words with the class.
Play the spelling game SPARKLE.

Differentiation:
Tier 1: Students will receive a shortened spelling test and/or extended time for the spelling test.
Tier 2: Students will complete the 30-word spelling test.
Tier 3: Students will complete the 30-word spelling test.

Lesson Closure:
The teacher will review the spelling test with the class and the skill: identifying the final /j/, /v/,
and /s/ sounds.

Independent Practice:
Students will complete the 30-word spelling test.

Assessment:
Students will complete the 30-word spelling test. Students will achieve mastery of the objective
by scoring 75% or higher on the spelling test.

Reflection:
For day 5 of the spelling unit, I performed a quick review and then administered the post-test.
Again, I played the spelling game Sparkle to test their knowledge of the spelling words. I liked
that I added a review of the spelling words before giving the spelling test. I believe this gives
students one last chance to correct or clarify any misconceptions they may have about the
spelling words. According to the results of the post-test, student performance improved greatly. I
attribute this improvement to the lessons and strategies that I taught throughout the week and
based on the students performance on the independent practice activities. I would definitely use
the strategies and activities included in this unit for future spelling units.

References
Bauman, J. F., Chard, D.J., Cooks, J., Cooper, J. D., Gersten, R., Lipson, M., Vogt, M. (2010).

Journeys (Unit 5 Lesson 23). United States of America: Houghton Mifflin Harcourt

T. Steele, personal communication, February 16, 2017

W. Cundiff, personal communication, February 16, 2017

TPA Task 5: Implementation and Reflection on Daily Instruction

Daily reflections for each lesson can be found attached to the lesson plans in Task 4. For

verification of permission to video, contact Mrs. Cundiff at Brushfork Elementary School.

TPA Task 5: Teaching Video Narrative and Analysis:

The teaching video for the spelling unit, Spelling Words with Final/j/, /v/, and /s/
Sounds, can be viewed by clicking on the link provided: https://www.youtube.com/watch?
v=lFoT8VzWUS8&t=2s. For the TPA, I chose to teach a spelling unit focusing on the spelling
skill: final /j/, /v/, and /s/ sounds. The video clips I have provided are from Day 2 and Day 3 of
the spelling unit. I chose to video these two days because I felt the lesson and the activities were
engaging and enriching for the students.

To begin the video, I introduced myself and my class. I began the lesson by reviewing the
spelling skill (final /j/, /v/, and /s/ sounds) that we have been focusing on for the week. In this
lesson I introduced examining the meanings of the spelling words and using the words in context
to help students become familiar with the spelling words. The spelling words discussed in the
lesson were frequently missed on the pre-assessment. Many of the spelling words had multiple
meanings, and I wanted them to be familiarized with these words. To ensure that students were
following along with me, I would ask them if they knew what the spelling word meant and
discussed the word. I also had students write down the definition of the word.

For the next portion of the video (4:00), the class played spelling jeopardy. I divided the
class into two teams (boys and girls). There were three categories (final /j/, /v/, and /s/ sounds).
Students would pick a category; I would provide the definition; and one boy and one girl would
provide the word that best fit the definition. This activity was included in the video because it
reinforced the direct instruction. All of the definitions included in the game were discussed
during the direct instruction.

For the next section of the video (5:40), students will be playing a matching game. I first
provided the instructions for the activity before handing out the materials. I did this because I
wanted to make sure my students were paying attention to me and not playing with the materials
while I was explaining the directions. For the first activity, students matched the spelling word
with the definition. Again, these were the same words that were discussed during the direct
instruction.

At the 7:55 minute mark, students were videoed sorting the spelling words. I included
this activity to show the word sort in a more engaging way besides using just pencil and paper.
The 9:50 minute mark shows my ELL student. This student immigrated to America several
months ago. However she does not speak English. Despite this challenge, she still participates in
lessons as much as she can. Just by observing the students around her, she has learned how to do
the spelling word sort. Despite not being able to speak English, she performs very well with this
activity.

For the next activity (10:30) students worked with a partner and quizzed each other on
the spelling words. If a student drew a card with a definition, he/she would read the definition
and the partner would provide the spelling word that matched the definition. If a student drew a
card with just the spelling word, he/she would read the spelling word, and the partner would spell
the word. Students seemed to really like this activity, especially since my class loves to talk. At
the 13:00 minute mark, the class is playing the spelling game Sparkle. This game may seem
simple, but it really challenges the students. For one, each student must listen carefully since no
visuals are provided of the spelling words. Also students must have knowledge of their spelling
words; if an incorrect letter is provided, the student is out of the game. The final clip in the video
(17:40) shows the delivery of the spelling post-test. Students were given dividers to prevent
cheating. I had the class number their paper from 1 to 30. I would say the spelling word, provide
a sentence, and repeat the spelling word. I did this for each spelling word on the test.

After watching the video, I believe I effectively introduced the lesson by reviewing the
previous days lesson and discussed the topic of the current lesson. Content was delivered in an
effective manner. For the activities, students were given clear, easy to follow directions and they
knew what they were supposed to be doing. One thing I have realized after watching the video is
that I have an accent. One thing I could improve on is speaking with proper grammar and with
better enunciation. I believe students were actively engaged during the lesson. I asked questions
to see what they knew and discussed their responses. The activities chosen were also more
engaging and hands-on than traditional pencil-paper activities. After viewing the video, it is clear
that the classroom is organized. Any materials needed for the lesson and the activities were kept
nearby and ready for use. This helped make transitions into the different parts of the lesson
 smoother. This also helped with classroom management as students were able to keep their
focus, and they knew what they would be doing. One thing I did notice about my video is I did
not provide a clip showing that I closed the lesson. This is a step that I sometimes forget and is
something I need to improve on.

Task 6: Impact on Student Learning Template

Students Pre- Post- Gain GOALS MET? Comments

Assessment Assessment + or - (See #2)

#1 #2 #3 #4

Y N Y N Y N Y N

50 63 + Absent for two days

1.
due to illness.

2. 73 90 +

3. 67 93 +

20 67 + Receives special
education services.
Does not always have
4.
the help at home with
homework and
studying.

5. 47 80 + Did not complete a

couple homework
 assignments.

6. 47 91 +

7. 77 90 +

8. 70 97 +

9. 57 97 + Focus student

10. 83 93 +

50 73 + Absent one day. Did

not complete a couple
11.
of homework
assignments.

12. 60 100 +

13. 60 97 +

15 50 + Receives special
education services.
14. Did not study and did
not complete all the
assigned homework.

15. 80 97 +

16. 47 90 + Focus student

20 70 + Receives special
education services.
17.
Showed significant
improvement.

53 73 + Did well on in-class

assignments and
18. homework. Possibly
did not study for the
test.

19. 73 100 +

Task 6: Impact on Student Learning Narrative

Whole Class Pre-Assessment Learning Goals 1, 2, and 3

Spelling Pre-Test
Final /j/, /v/, and /s/
83 80
73 77 73
67 70
57 60 60
50 50 53 55.21
47 47 47

20 15 20

The results of the pre-test were as I expected. Many of my students struggle with reading,

writing, and spelling. Based on classwork in previous weeks, I noticed many of my students

struggle with spelling even basic words that should have been mastered in earlier grades.

Therefore, I knew that some of the spelling words may be unfamiliar and challenging for my

students to spell. According to the results of the pre-test, only three students met my goal of 75%

mastery for spelling words with the final /j/, /v/, and /s/ sounds. I then used the results of the

pre-test to gear my instruction towards the most commonly missed spelling words and spelling

strategies.

Whole Class Post-Assessment Learning Goals 1, 2, and 3

 Student Performance Analysis
Spelling fi nal /j/, /v/, and //s/
Pre-Test Post-Test

97 97 100 97 97 100
90 93 91 90 93 90
80 83 80 84.79
73 77 73 73 73
67 67 70 70
63 60 60
57 53 55.21
50 47 47 50 50 47

20 15 20

After administering the post-test, I was very pleased with the results. Although only 68%

(13 out of 19 students) reached my goal of spelling words with the final /j/, /v/, and /s/ sounds

with 75% accuracy, each student exhibited substantial growth from the pre-test to the post-test.

Even my Tier 1 students (students 4, 14, and 17), who received the lowest scores on the pre-test,

showed significant growth with two of those students only a few points from meeting my goal.

This significant growth from the whole class can be seen through the increase in average scores

from the pre-test and post-test. For the pre-test, the average score from the whole class was 55%,

significantly below my goal of 75%, but for the post-test the average score rose to 85%.

The overall successfulness of the class can be attributed to data-driven instruction and

meaningful, engaging activities. Not only were students introduced to the spelling words, they

were given strategies to help them spell their spelling words. A variety of activities were

completed to help students become familiar with their spellings. These activities included word

sorts, using words in context, breaking the words into smaller, more manageable parts
(syllabicating), and writing their spelling words. Instruction was also purposely aimed at words

that were most frequently missed. Based on the results from the pre-test, words that were

frequently missed had been spelled correctly on the post-test by most of the students. For the

students that did not reach my goal of 75% accuracy, factors such as absences, not completing

homework, and not having help at home with schoolwork could have contributed to their results

on the post-test.

Focus Students: Student 9

Per the results on the pre-test and post-test, Student 9 exhibited significant growth. On the

pre-test, Student 9 missed almost half of the spelling words and earned a score of 47%. After the

completion of the post-test, Student 9 only missed one of the spelling words and earned a score

of 97%. The only word that was missed on the post-test (adjective) was also spelled incorrectly

on the pre-test, however the spelling of this word on the post-test was much closer to the correct

spelling. Many factors contributed to Student 9s success on the post-test. Factors such as

specifically designed instruction and using a variety of activities to familiarize and use the

spelling words contributed to this students success. Student 9s parents are also involved with

her schooling, and she is able to study her spelling words at home.

Focus Students: Student 16

Based on the results of the pre-test and post-test, Student 16 also exhibited significant

growth. Student 16 earned a score of 47% on the pre-test. For the post-test, Student 16 earned a

score of 90% and only misspelled three spelling words. The three words missed on the post-test

(marriage, heritage, and cooperative) were also missed on the pre-test. However, like Student 9,

the spelling of these words on the post-test were much closer to the correct spelling. Factors such

as specifically designed instruction and engaging, hands-on activities contributed to this students
success. This student tends to be very hyper so hands-on and partner activities were more

engaging for him. Student 16 also has supportive parents and is able study his spelling words

outside of class.

TPA Task 7: Reflection and Self-Evaluation Narrative

After teaching the unit, spelling words with the final /j/, /v/, and /s/ sounds, I believe

the most successful part was planning the unit and engaging my students. The pre-test was a

wonderful tool to use when planning for instruction. I chose to mostly focus on the spelling

words that were frequently missed by the class and words that were unfamiliar to students. By

teaching words students already knew, they would be less engaged and become bored. While all

the spelling words were reviewed during the week, I believe it was more useful to choose

specific words that were unfamiliar instead of words that students already knew. I also carefully

chose activities that would be engaging for my students rather than just writing the spelling

words, using them in sentences, and merely memorizing the spelling words. Activities included

were word sorts, partner activities, matching game, Jeopardy, puzzles, using spelling words in

context, etc. Again, these activities focused on the spelling words that were frequently missed

and unfamiliar. Carefully planning instruction and using meaningful activities contributed to the

success of the unit as seen in the results from the pre-test to the post-test, especially for the

students whose only practice with the spelling words occurred in school.

The least successful parts of teaching the unit were time management and classroom

management. While using engaging and enriching activities are more beneficial for the students,

I quickly learned how time consuming it is to plan these activities and why many teachers simply

use worksheets; worksheets require little effort in planning and are way less time consuming to

prepare for. While I would continue to use more engaging activities in my teaching, I would be
more selective about the activities I wanted to use to make preparation time more manageable.

Also, the activities I had planned for required more classroom time than I had anticipated.

Therefore, next time I would be more selective of activities that would not consume too much

class time. Another tricky aspect of teaching the unit was classroom management. My class was

a very talkative group, and naturally I am soft-spoken, so I learned I had to speak up in order to

control the class and keep their attention. I also need to work on my transitions from one activity

into the next. Without smooth and quick transitions, my class would always take the opportunity

to talk, and then I would have to calm them down.

Collaboration was an important contribution to the teaching of the unit, especially since I

was less familiar with the material. If I was unsure of how to teach a certain skill or concept, I

would ask my mentor teacher to show me how to teach it that way I would be prepared when I

actually taught my lesson. Collaboration was also important because my mentor teacher has

more resources available to use than I do. I am generally not the most creative person. When

planning my unit, I collaborated with two other teachers and asked about activities I could do

that would be more engaging and fun for my students.

As a beginning teacher, one area I need to improve upon would be content knowledge.

Fifth grade spelling focuses mostly on syllabication. When planning and delivering the unit, I felt

that my knowledge of syllabication was lacking. One of my strategies and activities in the unit

was to break the spelling words into syllables, making the words easier and more manageable to

spell. However, when planning I quickly realized I was not as knowledgeable in the rules of

syllabication. This was one area where I really relied on my mentor teacher. Another area I could

improve upon would be student engagement. As a beginning teacher, I have not developed a

repertoire of skills and methods to use when delivering lessons, as well as, knowing in the
middle of a lesson if I need to guide my instruction into a different direction because students are

not understanding the material or are not paying attention. As always with any beginning teacher,

classroom management is another area where I can improve from transitioning from one activity

to the next, managing my time, and enforcing classroom rules and expectations.

After teaching the unit, I realized it is important that I continue to develop as a

professional. One of my goals is to become better at differentiating lessons and activities to reach

all of my students. Three of my students receive special education services, and I believe if I had

been more knowledgeable in this area, I could have gotten them to achieve my goal of 75%. I

can achieve this goal by attending workshops and collaborating with teachers. I would also like

learn more about different teaching methods and keeping students engaged through using

manipulatives and hands-on activities. Another goal I have is to improve my classroom

management. I can achieve this goal by observing other classrooms, collaborating with teachers,

and attending workshops.