SCHOOL OF EDUCATION CLAFLIN UNIVERSITY

UNIT WORK SAMPLE GUIDELINES EARLY CHILDHOOD & ELEMENTARY

Successful teacher candidates support learning by designing a Unit Work Sample that employs a range of
strategies and builds on each students strengths, needs and prior experiences. Through this performance
assessment, candidates provide credible evidence of their ability to facilitate learning by meeting the following
standards:

The candidate uses multiple assessment strategies and approaches aligned with learning goals to assess
student learning before, during and after instruction.

The candidate designs instruction for specific learning goals, student characteristics and needs, and
learning contexts.

The candidate uses regular and systematic evaluations of student learning to make instructional
decisions.

The candidate uses assessment data to profile student learning and communicate information about
student progress and achievement.
The candidate reflects on his or her instruction and student learning in order to improve teaching practice.

The candidate will create a Unit Work Sample to demonstrate its impact on student learning. The attached
template, which consists of several components, should be used to fulfill this requirement. Attach samples of
student work as an appendix.

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 EDUC 450: PROFESSIONAL CLINICAL PRACTICE

SCHOOL OF EDUCATION CLAFLIN UNIVERSITY

UNIT WORK SAMPLE TEMPLATE EARLY CHILDHOOD AND ELEMENTARY

Section I:

Candidate: Tiaria Norman Cooperating Teacher: Mrs. Keitt-Williams Academic Year: Fall 2017

District: OCSD5 School: Whittaker Elementary School Grade Level: 3rd grade

Subject: ELA Dates of unit: from September 18, 2017 to October 2, 2017

Section II: Description of Students: Describe (1) the number of students, (2) demographics of the students, and (3)
any other special features or important information that you included in your Long Range Plan as you described your
students. Dont forget to include how you obtained your information about the students.

In Mrs. Keitt-Williamss homeroom class she has 18 students, 12 girls and 6 boys with a total of 17
African American students and one Hispanic student. To find out the total number of student in the
class, I could observe. To find out the students ethnicity I had to review official records. While
planning lessons I also consider the students reading levels. In my class, there are eight students
that are reading above grade level, four students that are reading on grade level and six students
that are reading below grade level. Two students in the class attend resource class, and all
students in the class receive free breakfast and lunch.

Section III: Contextual Factors: Describe the contextual factors, including the (1) relevant student characteristics from
Section II, as well (2) as other factors related to the community, district, school, classroom or students, that are likely to impact
instruction and/or student learning with regard to the selected instructional unit. Include a (3) description of the ways in which
each of these factors will be taken into consideration during unit planning and instruction.

I feel that this students information is important, because it helps when it time to plan for your
students. To be able to meet the needs of the students and help grow and succeed you should
know as much as you can about your students. Using this information gives me some background
on the students and helps me to understand them. By know this information I can based my
instruction which best suits the students. I feel that it is important to be able to accommodation
your students.

With this class, knowing the students reading levels is very important. This is important because
we have quite a few students that are below grade level. Being that this is the case, we need to
be sure that we pull small groups frequently so that we can help these students become better
readers. Student interests is also important, because you can incorporate those interests into
lesson to keep the students engaged.

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Section IV: The Unit Plan

Section IV A: Major Unit Objectives (1) List the unit objectives and (2) indicate the corresponding state standards.
(Remember objectives must contain 4 parts: performance, product, conditions and criterion.)

Correlated
Unit Objectives Standards/Expectations
3RL 7.1 Compare and contrast
ELA 1: The students will be able to compare and contrast diverse texts on the same diverse texts on the same topic, idea,
topic, idea, or concept using a Venn diagram with 90% accuracy. or concept
3RL 7.2 Compare and Contrast how
2: The students will be able to compare and contrast how an author uses characters an author uses characters to develop
to develop theme and plot in different texts within a series with 90% accuracy theme and plot in different texts within
a series

MATH 1: n/a n/a

n/a
2: n/a
n/a
SCI. 1: n/a
n/a
2: n/a
3-2.4 The students will be able to
SS 1: The students will be able to compare the culture, governance, and geographic compare the culture, governance,
location of different Native American nations in South Carolina, including the three principal and geographic location of different
nations Cherokee, Catawba, and Yemassee that influenced the development of Native American nations in South
colonial South Carolina with 95% accuracy. Carolina, including the three principal
nations Cherokee, Catawba, and
Yemassee that influenced the
development of colonial South
Carolina.
n/a
2: n/a

Section IV B: Instructional Plan

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

SUBJECT: English Language Arts Unit Title: Comparing and Contrasting Length: 1 weeks

Instructional Plan for the Unit

Unit Objective
Activities/Strategies/Materials/Resources Timeline Number(s)
Anticipatory Set: The students watched a Flocabulary video on comparing and
contrasting. 2 weeks
Units 1 & 2
Direct Instruction: Teach the students about comparing and contrasting, show the
students how to correctly utilize Venn diagrams to help them compare and contrast.
Teach the students why using Venn diagrams are important. Also teach the students
about series, then show the students how to compare and contrast them as well

Guided Practice: As a class, we will read two stories, the we will complete an Venn
diagram. We will read the Super Cat series; the student will have to compare and
contrast the four short stories.

Independent Practice: Each student will have to come up to the Venn diagram and
they will have to come up with a comparison or contrast about the two stories and
write it in the Venn Diagram. After reading each Super Cat stories the students will
have to create short story #5 of the Super Cat series, keeping the same theme and
same characters.

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 Closure: Review how to use Venn diagrams, and how to compare and contrast

Materials/Resources: chart paper, flipchart marker, pencils, iPads, Venn diagrams,

worksheets, Lumus and teaching workbook.

Week 1 Unit 1
Integration of the Arts: The students will create their own Venn diagram.
Units 1 & 2
Integration of Health: I will ask the students to compare the two fruits strawberries Week 1 & 2
and cherries.
Week 1 Units 1
Integration of Physical Education The students will move around the room when we
are creating our class Venn diagram.

SUBJECT: Mathematics Unit Title: Length:

Instructional Plan for the Unit

Unit Objective
Activities/Strategies/Materials/Resources Timeline Number(s)
n/a n/a

n/a n/a

n/a n/a

n/a n/a

n/a n/a
Integration of the Arts
n/a n/a
Integration of Health
n/a n/a
Integration of Physical Education

SUBJECT: Science Unit Title: Length:

Instructional Plan for the Unit

Unit Objective
Activities/Strategies/Materials/Resources Timeline Number(s)
n/a n/a

n/a n/a

n/a n/a

n/a n/a

n/a n/a
Integration of the Arts
n/a n/a
Integration of Health
n/a n/a
Integration of Physical Education

SUBJECT: Social Studies Unit Title: Length:

Instructional Plan for the Unit

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 Unit Objective
Activities/Strategies/Materials/Resources Timeline Number(s)
n/a n/a

n/a n/a

n/a n/a

n/a n/a

n/a n/a
Integration of the Arts
n/a n/a
Integration of Health
n/a n/a
Integration of Physical Education

Reflect on the instructional plans for the units: How does this instructional plan (1) establish a balance between grade-level
academic standards and expectations and the needs, abilities and developmental levels of individual students? (2) Discuss the
strategies used to teach students on varying levels. (3) Discuss how you designed your instructional plan using students
characteristics, needs and learning contexts.

The instructional plan establishes a balance between grade level academic standards, and expectations
and the needs by providing the students with content that they need required for their grade level. Also
by giving the students the content in a way that they are able to completely understand the content, in
an timely manner.

The content has been taught to the students using varies strategies. The students have used strategies
including group work, charts, and videos. This allows the students the students to be hands on and
engaged in work with their fellow classmates.

My students are very active and eager to learn. I try to incorporate lots on moving, group work and whole
class discussion into my lesson, to keep the students engaged.

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

Type of Assessment
(Check one for each assessment)
Key Unit Assessments Teacher-Made Commercially
(A copy of each teacher Available
made assessment must be
attached to this plan.)

ELA

MATH

SCIENCE

SOCIAL STUDIES

Reflect on the unit assessments: (1) How did you determine that your unit assessments are valid and reliable for all students?
(2) How did you use your prior understanding of students skills to plan your instruction?
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I chose the various assessments based upon its relevance to the state standard being taught and information
covered while on track with the pacing guide. My assessments were valid because every piece of information
tested was taught. The assessments were reliable because the test that were used from the teacher workbook
therefore used by various teachers throughout the state.

Knowing that the class included students on all different mastery levels I wanted the assessments to be very
diverse and able to allow each student the opportunity to demonstrate their knowledge and skills. I started the
unit with addressing the lower level on Blooms Taxonomy and as the students showed comprehension, some
were moved up to the upper levels.

Section V B: Other Assessments (1) Describe and attach the assessments for each unit objective. (2) Include
descriptions of any necessary accommodations. For each assessment, (3) include the evaluation criteria (i.e., describe and/or
attach each appropriate scoring rubric, observation checklists, rating scales, item weights and the like). (4) Attachments must
be clearly labeled to indicate their relationship to the elements in the table below.

Assessments Accommodations Evaluation Criteria

ELA Students can have a 90- 100 =A
Unit Objective 1: Pre-Assessment(s) second attempt after the 89- 80 =B
original attempt if they 79- 70= C
score below 70. 69- 60= D
Formative Assessment(s) 59- 0= F

Summative Assessment(s)

ELA Students can have a 90- 100 =A

Unit Objective 2: Pre-Assessment(s) second attempt after the 89- 80 =B
original attempt if they 79- 70= C
score below 70. 69- 60= D
Formative Assessment(s) 59- 0= F

Summative Assessment(s)

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 Students can have a 90- 100 =A
Mathematics second attempt after the 89- 80 =B
Unit Objective 1: Pre-Assessment(s) original attempt if they 79- 70= C
score below 70. 69- 60= D
59- 0= F
: Post-Assessment(s)

: Other Assessment(s)

Students can have a 90- 100 =A

Mathematics second attempt after the 89- 80 =B
Unit Objective 2: Pre-Assessment(s) original attempt if they 79- 70= C
score below 70. 69- 60= D
59- 0= F
Formative Assessment(s)

Summative Assessment(s)

Students can have a 90- 100 =A

Science second attempt after the 89- 80 =B
Unit Objective 1: Pre-Assessment(s) original attempt if they 79- 70= C
score below 70. 69- 60= D
59- 0= F
Formative Assessment(s)

Summative Assessment(s)

Students can have a 90- 100 =A

Science second attempt after the 89- 80 =B
Unit Objective 2: Pre-Assessment(s) original attempt if they 79- 70= C
score below 70. 69- 60= D
59- 0= F
Formative Assessment(s)

Summative Assessment(s)

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 Social Studies Students can have a 90- 100 =A
Unit Objective 1: Pre-Assessment(s) second attempt after the 89- 80 =B
original attempt if they 79- 70= C
score below 70. 69- 60= D
59- 0= F

Formative Assessment(s)

Summative Assessment(s)

Students can have a 90- 100 =A

Social Studies second attempt after the 89- 80 =B
Unit Objective 2: Pre-Assessment(s) original attempt if they 79- 70= C
score below 70. 69- 60= D
59- 0= F

Formative Assessment(s)

Summative Assessment(s)

Section V C: Data Analysis: After administering the pre-assessment(s), (1) analyze student performance relative to the
unit objectives. (2) Attach one or more clearly labeled tables, graphs, or charts that depict the results of the pre-assessment(s)
in a format that allows you to find patterns of student performance relative to each objective. (3) Summarize the results of the
pre-assessment(s) and describe the implications of these results on instruction.

For this unit I did not utilize a pre- assessment. Before staring the unit, I orally assessed what the students already knew about comparing
and contrasting. The students could tell me that they were aware of Venn diagrams a how they were used. The students had to orally
compare strawberries and cherries, this is what I used to assess and see what they students knew about comparing and contrasting. The
student could give me similarities with ease but had a harder time when trying to identify differences. I immediately knew that this would
be something to focus on.

Section VI: Analysis of Student Learning)

Once you have completed the unit, analyze all of your assessments and determine your students progress relative to the unit
objectives. (1) Did the information increase your understanding of individual students performance?

This information was useful, because it gave insight of which students truly understood and which students did not. This allow us to see
that we need to extend the unit another week.

(2) Attach clearly labeled tables, graphs or charts that depict student performance (strengths and weaknesses) for the entire
class, for one selected subgroup and for at least two individual students.

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 Test Grades

A(90-100) B(89-80) C(79-70) D(69-60) F(60-Below)

(3) For each visual representation, (3) provide a descriptive narrative that summarizes your analysis of student progress and
achievement.

(4) Finally, explain the ways in which you have assigned student grades (or other indicators of student performance), and what
were the overall results?

Other than the test at the end of the unit, the students also have to write and comparison or contrast about two stories into our class Venn
diagram. This was only used as a class participation grade but a classwork grade based on whether they were correct or incorrect.

(5) Based on the overall results, did the students gain from this unit all that you expected? Why or why not?

The students did gain from this unit. After the unit, the students were also able to write a short essay comparing and contrasting two
stories. This was a success because this will also help them with their writing skills as well as reading.

(6) Include a description of the ways in which these results have been recorded as well as how and to whom they have been
reported.

The test results have been stored in a file cabinet. The papers were first sent out and review by parents but they were returned and placed
back in the file cabinet. The grades have also been electronically recorded in Power School where I am able to go back and review them
as well.

(7) Provide evidence to support the impact on student learning in terms of the number of students who achieved and make
progress toward the unit objectives.

All students made progress toward the unit objectives.

Section VII. Reflection and Self-Assessment

(1) Reflect on and describe the relationship between your students progress and achievement and your teaching performance.

I feel that the varies strategies and engaging activities contributed to the students progress and achievement. I feel that the varies ways
that I delivered the topic of comparing and contrasting also played a factor in their progress and achievement.

(2) If you were to teach this unit again to the same groups of students, (2) what, instructional decisions would you make to
improve your students performance? What specific aspects of the instruction need to be modified?

I would give the students more independent practice, I feel that we focused a lot on whole class and small group instruction.

(3) What activities were successful? Which were unsuccessful? Give reasons based on theory or research as to why you
believe the activities were successful or unsuccessful.

Al activities were successful, although I feel that I could have shown the students more videos on comparing and contrasting, This would
allow the students to see this topic instructed in varies ways.

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Section VIII: Sample Work (Attach)

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 EDUC 450 UNIT WORK SAMPLE SCORING RUBRIC SCHOOL OF EDUCATION
Name: Early Childhood/Elementary Date:
COMPONENT TARGET (3) ACCEPTABLE (2) UNACCEPTABLE/DEVELOPING (1) SCORE
DESCRIPTION OF STUDENTS

Description of Students Describes students in-depth according to

ability, disabilities, ethnicity/race, Describes students according to some Does not include at least three (3) types of
socioeconomic status, student interests and differences, lists at least 4 factors that could descriptions; displays minimal understanding
ACEI 3.1 other relevant school factors that could impact student learning of addressing a variety of student needs.
NAEYC 1a impact student learning; list 5 or more factors.

Contextual Factors Uses substantial information from

collaborating with Uses adequate information from the
descriptions of the students to select Fails to use the information from the
descriptions to select standards to meet
others and sources of standards to meet students individual
students differences and plan instruction
descriptions to plan instruction and
information differences and plan instruction and assessments to meet the needs of students
and assessments
assessment
ACEI 3.5/NAEYC 5c
Contextual Factors
Data is collected from multiple sources, Uses at least three (3) types of sources to Uses only one data source (records) to set
including verbal, nonverbal and media, etc. collect data standards and plan assessments
ACEI 3.5/NAEYC 3b

Contextual Factors Displays an understanding of the importance
of collaborative relationships with families,
school colleagues and agencies in the
ACEI 5.2/NAEYC 2c
community.
Selected sources show the importance of
Shows little or no importance of collaborative
collaborative relationships with families,
relationships with families, school colleagues,
school colleagues, and agencies in the
and agencies in the community
community

Overall Rating
UNIT PLAN
Objectives All objectives are thorough, significant and Objectives are challenging and are clearly
challenging, and are clearly stated and stated and correlated with the SC State Objectives are not given; standards are used.
ACEI 3.3/NAEYC 5b correlated with the SC State standards standards

Objectives Objectives are appropriate for the Objectives are appropriate for the
development, prerequisite knowledge, development, prerequisite knowledge and Objectives are not given; standards are used.
experiences, diversity, and other student experiences, but are limited in diversity or
ACEI 3.2/NAEYC 5c needs other student needs.
Objectives All objectives contain performance, products, Objectives are measurable, containing 2-3
Objectives are not measurable.
ACEI 3.2/NAEYC 5c conditions and criteria components components

Overall Rating
Content is paced that it is covered in the
Instructional Plan All content is paced and sequenced so that it The content is not paced and sequenced so
allotted times, but there are some
NAEYC 5c is covered in the allotted time that is covered in the allotted time
sequencing issues
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 Instructional Plan All standards thoroughly display knowledge, Standards are inclusive of knowledge, skills Standards are not inclusive of knowledge,
NAEYC 5c skills and dispositions and dispositions skills, and dispositions

Instructional Plan 3 or more activities relate to real world Activities do not relate to real world
2 activities relate to real world experiences
NAEYC 5c experiences experiences
The instructional plan aligns with the
Instructional Plan The instructional plan aligns with the The instructional plan does align with the
objective(s) for at least two or more content
NAEYC 5c objective(s) for each content area. objective(s) for any of content areas.
areas.

Overall Rating

Alignment with
Learning Objectives Plans to assess each objective domain through Plans to assess most of the objectives Does not plan to assess the objectives
and Assessment the assessment plan. through the assessment plan. through the assessment plan
ACEI 4.0/NAEYC 3b
Alignment with
Most assessments are congruent with the
Learning Objectives All assessments are congruent with standards, Assessments are not congruent with the
standards, content, but have limited
and Assessment content and cognitive complexity. standards, content, or cognitive complexity.
cognitive complexity.
ACEI 4.0/NAEYC 3b
Overall Rating

Selection of Strategies Uses and justifies a variety of strategies to Uses a variety of strategies to teach students Uses less than three (3) strategies; does not
for Varying Levels teach students on varying levels, including on varying levels, including activities that accommodate the varying levels of students
activities that require students to think require students to think critically and solve or activities that require students to think
ACEI 3.3/NAEYC 4b;4c critically and solve problems. problems. critically and solve problems.

Design for Instruction Designs most of the instruction using the Attempts to design the instruction using the
Designs instruction for specific learning
standards, but fails to use students standards, but the attempt lacks congruency
standards using students characteristics and
characteristics and needs for learning and fails to use students characteristics and
ACEI 1.0/NAEYC 5c needs for learning contexts.
contexts needs for learning contexts.

ASSESSMENTS
Knowledge of Students
Displays general understanding of students
Skills and Prior Displays specific understanding of students Displays no understanding of students skills
skills and prior learning that affect
Learning skills and prior learning that affect instruction. and prior learning that affect instruction.
instruction.
ACEI 3.1
Multiple Assessment
All informal assessments are completely Informal assessments are aligned to
Modes aligned to the objectives adequate portions of the standards
Does not use informal assessments
ACEI 4.0/NAEYC 3b
Multiple Assessment All formal assessments are completely aligned Formal assessments are aligned to adequate
Does not use formal assessments
Modes/NAEYC 3b to the objectives portions of the standards

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 ACEI 4.0/NAEYC 3b

Multiple Assessment
Uses more than one (1) authentic assessment
Modes type
Applies an authentic assessment type Does not use authentic assessments
ACEI 4.0/NAEYC 3b
Multiple Assessment
Uses more than one (1) l performance tasks Uses a performance task(s) but does not use
Modes and includes the scoring rubric a scoring rubric
Does not use performance tasks
ACEI 4.0/NAEYC 3b
Multiple Assessment
Modes Plans substantially for student reflections Plans adequately for student reflections Does not plan for student reflections
ACEI 4.0/NAEYC 3b
Overall Rating
Validity of Assessments
All assessments are valid Most assessments are valid Assessments are not valid
ACEI 4.0/NAEYC 3b
Validity of Assessments All items or prompts are clearly written and Items or prompts are clearly written, but
Items or prompts are not clearly written
ACEI 4.0/NAEYC 3b correct exhibit minimal errors
Validity of Assessments All directions and procedures are clearly Directions and procedures are clearly Directions and procedures are not clearly
ACEI 4.0/NAEYC 3b written and correct written, but exhibit minimal errors written

Overall Rating
Scoring Procedures
Thoroughly, but succinctly, explains the Adequately explains some of the scoring Fails to explain the scoring procedures for
Explained(Eval. Crit) scoring procedures for all of the assessments procedures for the assessments any of the assessments.
ACEI 4.0/NAEYC 3b

Analysis of Student Uses assessment data using graphs, charts, Provides an appropriate summary of Makes an inadequate attempt to summarize
tables, etc., to profile student learning and assessment data to explain student learning or display student learning and communicate
Learning communicate information about student and communicate information about information about student progress and
ACEI 4.0/NAEYC 3b progress and achievement. student progress and achievement. achievement.

Interpretation of Data
Thorough and accurate interpretation is An adequate interpretation is provided;
and Student Learning provided contains few errors in accuracy
Interpretation is not accurate
ACEI 4.0/NAEYC 3b
Interpretation of Data
Meaningful, appropriate, and data supported Meaningful and appropriate conclusions are Conclusions are not meaningful or supported
and Student Learning conclusions are drawn drawn with limited inclusion of data by data
ACEI 4.0/NAEYC 3b
Interpretation of Data Provides generalized hypotheses for why
Provides relevant and detailed hypotheses for Does not provide hypotheses as to why the
and Student Learning all achieved and unachieved learning goals.
students met or did not meet the learning
students did not meet the learning goals
ACEI 4.0/NAEYC 3b goals

Overall Rating
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 Instructional Decision- Provides no evidence of using an analysis of
Uses ongoing analysis of student learning to Uses intermittent analysis of student
making make instructional decisions. learning to make instructional decisions.
student learning to make instructional
ACEI 4.0/NAEYC 3c decisions.

Effective Instruction
Identifies successful and unsuccessful Identifies unsuccessful and successful Does not identify successful or unsuccessful
and Assessment activities and assessments activities , but not assessments or vice versa activities or assessments
ACEI 4.0/NAEYC 3c
Effective Instruction Provides plausible reasons (based on theory Provides plausible reasons to support why Does not provide reasons to support the
and Assessment or research) for both the success and lack activities and assessments were either success or nonsuccess of activities or
ACEI 4.0/NAEYC 3c thereof successful or not successful assessments

Overall Rating
Impact on Student Includes substantial evidence of the impact on Includes adequate evidence of the impact on Includes incomplete or no evidence of the
Learning student learning in terms of the number of student learning in terms of numbers of impact on student learning in terms of
students who achieved and made progress students who achieved and made progress numbers of students who achieved and made
ACEI 4.0/NAEYC 3b toward the unit objectives toward the unit objectives progress toward unit objectives

Clarity and Accuracy of Is easy to follow and contains no errors in Is easy to follow and contains minimal errors Is easy to follow and contains numerous
Presentation/NAEYC 6b conventions or grammar usage. in conventions or grammar usage. errors in conventions or grammar usage.
Reflection/Self
Reflects comprehensively on his or her Reflects adequately on his or her instruction
Evaluation Reflects, but does not adequately support
instruction and student learning in order to and student learning in order to improve
ways to improve teaching practice.
improve teaching practice. teaching practice.
ACEI 5.1/NAEYC 4d
Ample student work attached Appropriate student work attached No student work attached
Student Work
TOTAL POINTS

Unacceptable/Developing (1) Acceptable/Meets (3) Target/Exceeds (5)

Candidate demonstrates a limited amount of the attributes of Candidate demonstrates most of the attributes of the Candidate demonstrates all of the attributes of the standard.
the standard. Performance indicates that few competencies standard. Performance indicates that the competency has Performance clearly indicates that the competency has been
have been demonstrated. been demonstrated including examples, extension, or mastered, including examples, extension, and enrichment.
enrichment.

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