Points %: Program

CLINICAL PRACTICE EVALUATION 3
Linda Blakley 20271843

STUDENT NAME___________________________________ STUDENT NUMBER ____________________________
Bachelor of Science in Early Childhood Education

PROGRAM: ______________________________________________________________________________________________________________________
ECH-480 4/9/2018 6/3/2018

COURSE: ________________________________________START DATE: END DATE:________________________
Samuel Chase Elementary School

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________
Maryland
SCHOOL STATE:
Lorene Hoffler
COOPERATING TEACHER/MENTOR NAME:______________________________________________________________________________________
Toni Melton-Trainor
GCU FACULTY SUPERVISOR NAME: _____________________________________________________________________________________________
FOR COURSE INSTRUCTORS ONLY:

EVALUATION 3
TOTAL POINTS 200 points 100.00 %
25.00 2,500.00 2,500.00 200
0
200
0
0
0
0
0
0
0
0
0
0
0 0
0
0 0 0 0 0 0 0
200

InTASC Scoring Guide

Not Applicable Unacceptable Acceptable Target
N/A 2 to 79 80 to 86 87 to 100
The performance of the teacher The performance of the teacher The performance of the teacher The performance of the teacher
candidate did not involve the candidate is contrary to the standard candidate is frequently observed candidate is constantly
standard. and does not meet the expectations and meets expectations for a observed and consistently
for a student teacher. student teacher. exceeds expectations for a
student teacher.
Standard 1: Student Development Score N/A

1.1
Teacher candidates create developmentally appropriate instruction that takes into account individual 1.00
students’ strengths, interests, and needs and enables each student to advance and accelerate his or her
100
learning.
1.2
Teacher candidates collaborate with families, communities, colleagues, and other professionals to promote 100 1.00
student growth and development.
Comments
When planning for instruction, Ms. Blakley considers the students as individuals by looking at the student data. While observing the students at the start of her placement, she
was able to see the various levels of the students in the classroom. She utilized student data collected by the Cooperating Teacher and from her own observations to help
support the students in the classroom. Ms. Blakley frequently seeks advice to ensure she supports student learning.


N/A 2 to 79 80 to 86 87 to 100
student teacher.
Standard 2: Learning Differences Score N/A

2.1
Teacher candidates design, adapt, and deliver instruction to address each student’s diverse learning strengths 100 1.00
and needs and create opportunities for students to demonstrate their learning in different ways.
2.2
Teacher candidates incorporate language development tools into planning and instruction, including strategies 1.00
for making content accessible to English language students and for evaluating and supporting their
100
development of English proficiency.
2.3
Teacher candidates access resources, supports, specialized assistance and services to meet particular 100 1.00
learning differences or needs.
Comments
Ms. Blakley accesses resources and supports to deliver instruction effectively. She designs and delivers instruction that meets each student’s learning styles and needs. She
utilizes the curriculum and outside resources to incorporate a variety of modalities. For instance, Ms. Blakley has provided students with hands-on activities to ensure she meets
the students’ needs.


N/A 2 to 79 80 to 86 87 to 100
The performance of the teacher The performance of the teacher The performance of the teacher The performance of the
candidate did not involve the candidate is contrary to the candidate is frequently observed teacher candidate is constantly
standard. standard and does not meet the and meets expectations for a observed and consistently
expectations for a student teacher. student teacher. exceeds expectations for a
student teacher.
Standard 3: Learning Environments Score N/A

3.1
Teacher candidates manage the learning environment to actively and equitably engage students by 100 1.00
organizing, allocating, and coordinating the resources of time, space, and students’ attention.
3.2
Teacher candidates communicate verbally and nonverbally in ways that demonstrate respect for and
responsiveness to the cultural backgrounds and differing perspectives students bring to the learning
100 1.00
environment.
Comments
Ms. Blakley utilizes and reinforces the classroom commitments and provides a classroom environment that best supports the students. She offers opportunities for all
students to be engaged in learning by using various manipulatives to help support the students during small group instruction and classroom centers. She models respect for
students and promotes a positive learning environment.


N/A 2 to 79 80 to 86 87 to 100
candidate did not involve the candidate is contrary to the candidate is frequently observed teacher candidate is
standard. standard and does not meet the and meets expectations for a constantly observed and
expectations for a student teacher. student teacher. consistently exceeds
expectations for a student
teacher.
Standard 4: Content Knowledge Score N/A

4.1
Teacher candidates stimulate student reflection on prior content knowledge, link new concepts to familiar 100 1.00
concepts, and make connections to students’ experiences.
4.2
Teacher candidates use supplementary resources and technologies effectively to ensure accessibility and 100 1.00
relevance for all students.
4.3
Teacher candidates create opportunities for students to learn, practice, and master academic language in 100 1.00
their content area.
Comments
Ms. Blakley accesses student prior knowledge at the start of lessons to ensure students make a connection to the learning objectives. Ms. Blakley worked hard at setting
up the classroom bulletin boards and provided an explanation for each display as required by the school.


N/A 2 to 79 80 to 86 87 to 100
student teacher.
Standard 5: Application of Content Score N/A

5.1
Teacher candidates engage students in applying content knowledge to real-world problems through the lens 100 1.00
of interdisciplinary themes (e.g., financial literacy, environmental literacy).
5.2
Teacher candidates facilitate students’ ability to develop diverse social and cultural perspectives that expand 100 1.00
their understanding of local and global issues and create novel approaches to solving problems.
Comments
Ms. Blakley has worked with the children to understand the concept of the new classroom theme. The classroom theme is “Things That Move.” Ms. Blakley helped the
students gain a better understanding about different things moving. For example, during her first week, Ms. Blakley helped the children explore ways their bodies move.
During her second week, Ms. Blakley helped the children learn about traveling. The children explored the different places people travel and how they reach their destinations.
Currently, Ms. Blakley provided instruction on the different types of transportation and how people transport materials from one place to another.


N/A 2 to 79 80 to 86 87 to 100
student teacher.
Standard 6: Assessment Score N/A

6.1
Teacher candidates design assessments that match learning objectives with assessment methods and 100 1.00
minimize sources of bias that can distort assessment results.
6.2
Teacher candidates work independently and collaboratively to examine test and other performance data to 100 1.00
understand each student’s progress and to guide planning.
6.3
Teacher candidates prepare all students for the demands of particular assessment formats and make 1
appropriate modifications in assessments or testing conditions especially for students with disabilities and
100
language learning needs.
Comments
Ms. Blakley learned how to examine and analyze data to form small group instruction. She will be developing assessments with her Cooperating Teacher


N/A 2 to 79 80 to 86 87 to 100
student teacher.
Standard 7: Planning for Instruction Score N/A

7.1
Teacher candidates plan how to achieve each student’s learning goals, choosing appropriate strategies and 100 1.00
accommodations, resources, and materials to differentiate instruction for individuals and groups of students.
7.2
Teacher candidates develop appropriate sequencing of learning experiences and provide multiple ways to 100 1.00
demonstrate knowledge and skill.
7.3
Teacher candidates plan for instruction based on formative and summative assessment data, prior student 100 1.00
knowledge, and student interest.
Comments
When planning for instruction Ms. Blakley uses her anecdotal notes, observational notes, and classroom assessments to plan for instruction with the students. She groups the
students based on student ability. She considers student interest in designing her lessons.


N/A 2 to 79 80 to 86 87 to 100
student teacher.
Standard 8: Instructional Strategies Score N/A

8.1
Teacher candidates vary their role in the instructional process (e.g., instructor, facilitator, coach, audience) in 100 1.00
relation to the content, purpose of instruction, and student needs
8.2
Teacher candidates engage students in using a range of learning skills and technology tools to access, 100 1.00
interpret, evaluate, and apply information.
8.3
Teacher candidates ask questions to stimulate discussion that serve different purposes (e.g., probing for
student understanding, helping students articulate their ideas and thinking processes, stimulating curiosity,
100 1.00
and helping students to question).
Comments
Ms. Blakley varies her role in the instructional process. She supports students to meet their individual needs. She utilizes technology to support students by providing access to
Waterford and Starfall during centers and small group instruction.


N/A 2 to 79 80 to 86 87 to 100
student teacher.
Standard 9: Professional Learning and Ethical Practice Score N/A

9.1
Independently and in collaboration with colleagues, teacher candidates use a variety of data (e.g., systematic
observation, information about students, and research) to evaluate the outcomes of teaching and learning
100 1.00
and to adapt planning and practice.
9.2
Teacher candidates actively seek professional, community, and technological resources, within and outside 100 1.00
the school, as supports for analysis, reflection, and problem solving.
Comments
Ms. Blakley has taken it upon herself to learn how to compare student data to improve classroom instruction. She created charts and graphs on the classroom data wall. Ms.
Blakley is an active team member during weekly collaborative planning meetings. During the meetings, she examines assessments, compares student work samples, analyzes
data, reflects on teaching, and applies ideas to her planning.


N/A 2 to 79 80 to 86 87 to 100
student teacher.
Standard 10: Leadership and Collaboration Score N/A

10.1
Teacher candidates use technological tools and a variety of communication strategies to build local and 100 1.00
global learning communities that engage students, families, and colleagues.
10.2
Teacher candidates advocate to meet the needs of students, to strengthen the learning environment, and to 100 1.00
enact system change.
Comments
Ms. Blakley collaborates in team meetings. In addition, she helped in preparing a classroom field trip and the Pre-K promotion ceremony. She has offered to assist the long-
term substitute for 3rd grade. She collaborates with the 3rd grade teacher that is out on leave and works to create substitute plans for the long-term substitute to keep the
students on track with the curriculum.

INSTRUCTIONS
Please review the "Total Scored Percentage" for accuracy and add any attachments before completing the "Agreement and Signature"
section. Once this evaluation is completed and submitted, the score is final and cannot be changed or altered by the GCU Faculty
Supervisor or by GCU staff.
Total Scored Percentage:
100.00 %
ATTACHMENTS
Attachment 1:
(Optional)
Attachment 2:
(Optional)
AGREEMENT AND SIGNATURE

This evaluation reflects the results of a collaborative conference including feedback from the Cooperating / Mentor Teacher. The GCU
Faculty Supervisor and Cooperating /Mentor Teacher should collaboratively review the performance in each category prior to the
evaluation meeting.
I attest this submission is accurate, true, and in compliance with GCU policy guidelines, to the best of my ability to do so.
GCU Faculty Supervisor

Toni C. Melton-Trainor Date
May 3, 2018
E-Signature Toni C. Melton-Trainor (May 3, 2018)
Teacher Candidate: Linda Blakley
Date: April 30, 2018
Time: 1:40-2:35 p.m.
Subject/Content: Math (Small Group Instruction)
Number of Students in the Class: 5 students
Observation #3 Notes:
1:41 –
The observation began with the teacher having two students identify the numbers 6 and 9. Next, the
teacher had the students identify the numbers on a card. Then the teacher had the students represent
the number 9 with (frog counters) manipulatives. The teacher praised the children and had then count
the number of frogs on the card. The students were asked to show the teacher the number 6 and
represent the number with six frogs. The teacher asked the students the number she was trying to
represent, and the student said six. The teacher tapped the table to obtain a student’s attention and
asked the students which number is bigger. A student shared nine was bigger. The teacher asked the
students if she could put six on both cards and the student said no. The teacher asked why, and the
student said, “Because it is not a six.” The students were able to tell the teacher that they counted to
determine there are nine frogs on the paper.
1:49-
Through prompting, the teacher helped the student understand that she counted to represent 9 frogs
on the paper. The teacher flipped the numbers upside down and asked the students if the number
changed. The students were able to share that the numbers are still the same, just flipped upside down.
The teacher modeled how to make a nine. When the student came to the teacher, the teacher
redirected her back to her seat. The teacher had the student trace the number nine with their fingers.
Then the students were asked to write the number nine with their fingers onto the table. The teacher
modeled for the students and then provided a paper. The students were asked to write their names
onto their papers.
1:54 –
The teacher explained to the students to show her nine on one side and six on the other with a dotter.
One student had seven dots for his six and the teacher had him recount. He was directed to cross-out
the extra dot to represent six. The other student had nineteen green dots and nine red dots. The
Cooperating Teacher assisted the student to understand that she needed six dots on one side of the
paper and nine on the other. (Suggestion: provide one card at a time and ask to represent six, then
another paper to represent nine.)
1:59-
The students wrote the numbers their dots represented on their papers. To ensure one student
understood, the teacher asked the student to make her six dots and then nine dots. The students
transitioned from small group and a new group of students joined the teacher.
2:04 –
A group of three children joined the teacher. The teacher informed the students that they will be
working on numbers pass 10. The teacher pointed to numbers from 1 to 20 and had the students count.
The students were able to rotely count to twenty. When the teacher pointed to a number randomly, the
students misidentified the numbers. The teacher pointed to numbers and explained how the numbers
are stated.
2:11 –
Using (frog counters) manipulatives, the teacher asked the students to show her twelve frogs. The
teacher had the students recount to be sure they represented twelve. The teacher had the student place
the frogs in a line to count. (Suggestion: Group the frogs in groups of six for subitizing. Subitizing is the
ability to see and immediately recognize an amount by the grouping of objects.) The teacher had the
students write 12 on the table with their fingers.
2:15 –
The students were asked to represent fifteen. (Consider placing a number card on the table when the
students represent a number.) A student counted sixteen frogs and the teacher asked if the student
have enough frogs and the student said she needed more frogs. The teacher helped her to see that she
had too many frogs for fifteen. Another student received support, however struggled with representing
fifteen. One student wrote twelve for fifteen for his invisible number. (Suggestion: Have the student
write on white boards to represent a number.)
2:22 –
Students receive a paper to write their names. The students received a number card and asked to
represent the number with dots. Two students represented the numbers incorrectly and needed
assistance from the teacher and Cooperating Teacher.
2:25 –
At the end of the observation, the class joined the group. The children in the group were asked to write
their numbers onto their papers.
Comments and Recommendations:
• Wonderful job moving the students to analyze their responses. This was evident when you
asked the students if both cards could have six objects on them. The one student was able to
determine that it would be incorrect to place six counting frogs on the card labeled nine.
• When students practice writing numbers, consider using sand or shaving cream to allow for
visibility. When this was done on the table through motion, a student incorrectly motioned his
hand in forming his number.
• Consider having the students write on small whiteboards with a dry eraser maker or on the table
(if it wipes off). This will allow you to better assess their understanding.
• Continue to work on improving your pacing of the lessons during small group instruction.
Consider utilizing a kitchen timer or a timer on your Smartphone to keep track of your pacing.
• Consider separating the numbers by having the student create the six on a separate paper as
the nine. This will help to clarify the differences in value and shape of the numbers.
• Consider having the students form groups of six multiple times before moving to nine. In
addition, have the students practice forming multiple groups of nine before transitioning to the
formative assessment or Exit Slip. Increasing time practicing the skill will help with retention of
information.
• To increase understanding of numbers and to prevent rote counting, consider having students
come to the list and point to the numbers. Have each child count aloud while pointing. This will
allow you to pick-up on errors and make corrections.
• Continue to develop your understanding of teaching Mathematics in Early Childhood Education.
Here are some websites that may assist you:
o https://dreme.stanford.edu/projects/early-math-resources-teacher-educators
o https://www.naeyc.org/sites/default/files/globally-
shared/downloads/PDFs/resources/position-statements/psmath.pdf
o https://www.teachingchannel.org/blog/2018/02/23/6-strategies-for-teaching-math/
• Your lesson was aligned to the standards in your lesson plan.
• You were well prepared for your lesson and placed a great deal of thought in the planning of the
lesson.
• You have a wonderful rapport with the students. You calm demeanor creates a relaxing learning
environment.
5ES MATHEMATICS K-12 LESSON PLANNER
The 5 E’s Model for the teaching of mathematics is based on the constructivist approach to learning. Learning new concepts or attempting to understand something familiar in greater depth, is not a linear process.
Therefore, suggested time slots for each of the stages within the model may vary according to the activity planned for the lesson design.
Lesson Title: Whole Group Math Lesson Title: Group 1: Six and Nine Lesson Title: Group 2: What is after 10?
Unit: Transportation Date: May 1, 2018 Date: May 1, 2018
Date: May 1, 2018 Standards: Standards:
Standards:  PK.CC.A.3 Identify the written numerals 0-10.  PK.CC.B.4b Recognize that the last number said,
 PK.CC.A.1 Verbally count to 10 by ones and then develop rote  PK.CC.B.4 Understand the relationship between tells the number of objects counted. Recognize the
counting to 20 by ones. numbers and quantities to 5, then to 10; connect count remains the same regardless of the order or
counting to cardinality. arrangement of the objects.
Materials Needed (1e: Materials and Resources): [Morning: calendar and  PK.CC.B.4a When counting objects 1-10, say  PK.CC.B.4c Begin to recognize that each successive
pieces, pointer, attendance pocket chart] Lesson: computer, speakers, the number names in standard order, pairing number name refers to a quantity that is one larger.
recording of counting to 100 song (used by the cooperating teacher); Math each object with one and only one number
Center: the counting boxes, the cards from the counting boxes and teacher name. Materials Needed (1e: Materials and Resources): 1-20
created cards for numbers 11-20; Whole Class Instruction: magnetic letters,  PK.CC.B.5 Represent a number by producing chart (on ½ sheet chart paper), dry erase easel for
magnetic white board, and number cards 1-15 sets of objects with concrete materials, pictures, presentation of the cart, manipulatives, paper, pencils,
and or numerals (0-5 and then to 10). bingo dotters, cards from a bingo game (11-15)
Data Points:
 Many still struggle with counting between twelve and sixteen as well as Materials Needed (1e: Materials and Resources): Data Points:
struggle with counting beyond 39. Manipulatives, teacher created work mats for 1-10  Each of the members of this group struggle with
 Although the Early Learning Assessment (ELA) progressions note that (colorful paper ½ sheet size with the numeral written in recognizing numerals beyond ten.
counting to 30 demonstrates preparedness for kindergarten entry, only the corner), written numerals for 6 and 9 for display, dry  During the last ELA assessment, one student did not
six students demonstrate this ability in the March assessment. erase easel and dry erase marker, student pencils, paper, recognize ten, and one other did not recognize
bingo dotters beyond eleven.
 A third student was able to recognize twelve and
Data Points: twenty only beyond ten.
 Each of the students selected to participate in this  A final student only recognized eleven and two teen
lesson were not able to recognize the written numbers.
numeral six or nine in the March ELA assessment.
 One student could not recognize any numbers above
five and the others skipped 6 when identifying the
numbers.
 Two of these did not progress to recognize numerals
above eight and the last student recognized only a
numeral in the teens beyond the numeral eight.
 Only one of these students can use 1:1
correspondence to count 20 objects.
Time Frame 10-15 minutes 10-15 minutes 10-15 minutes
Engagement Engagement (Individual, Small Lesson readiness:
Group or Whole Group Work)  Whole Class: Students have been practicing rote counting through song for some time. Many still struggle with
counting between twelve and sixteen as well as struggle with counting beyond 39. Although the Early Learning
 Objective stated written/orally
Prince George’s County Public Schools 1

Assessment (ELA) progressions note that counting to 30 demonstrates preparedness for kindergarten entry, only
six students demonstrate this ability in the March assessment.
 Pre-Assessment  Group 1: Each of the students selected to participate in this lesson were not able to recognize the written numeral
six or nine in the March ELA assessment. One student could not recognize any numbers above five and the others
skipped 6 when identifying the numbers. Two of these did not progress to recognize numerals above eight and the
last student recognized only a numeral in the teens beyond the numeral eight. Only one of these students can use
 Connecting to Prior 1:1 correspondence to count 20 objects.
Knowledge  Group 2: Each of the members of this group struggle with recognizing numerals beyond ten. During the last ELA
assessment, one student did not recognize ten, and one other did not recognize beyond eleven. A third student
was able to recognize twelve and twenty only beyond ten. A final student only recognized eleven and two teen
 Learning Activity Set-Up numbers.
 Pre-Assessment Sources:
o Early Learning Assessment Skills, Knowledge, and Behaviors Rubrics
 Multiple Entry Points  Numeral Identification
 Object Counting (1:1 Correspondence)
 Number Words
 Numeral Concepts
 Homework review o Early Learning Assessment Learning Progression (Numeral Sense)
o Early Learning Assessment data from March
Objective (1c: Clarity) (1f: Designing Student Assessments)

 Whole Class: Students will practice rote counting such that by the conclusion of the school year, 80% of the
class will be able to rote count to 30 successfully.
 Group 1:
o Students will correctly identify the numerals 6 and 9 with 70% accuracy.
o Students will write each of the numerals with 70% accuracy while allowing for developmentally
appropriate errors.
o Students will count objects in sets of 6 and 9 with 90% accuracy.
 Group 2:
o Students will orally (rote) count from 1 to 20 with 70% accuracy.
o Students will identify a numeral and count objects to demonstrate the value of that numeral with
70% accuracy.
Concept Development:
 Whole Class AM: Each morning begins with counting the number of students who are attending school that
day as well as how many are not in attendance. Additionally, students count the days so far in the month to
determine the date (or number of days today). This is done first thing in the morning and sets up the students
for numeral recognition and number concepts/object counting each day.
 Whole Class PM: Students will participate in singing the routine math song to further rote counting abilities.
 Math Center: Students will participate in an activity in which they practice numeral recognition and counting
objects to that number.
 Group 1: Modeling writing numerals 6 and 9, modeling object counting for each number using 1:1
correspondence; Independent practice; exit ticket: using bingo dotters to display 6 and 9 on paper as well as
writing the numerals.

 Group 2: Practice Rote counting 1-20, count again pointing to 1-20 chart to introduce students to the look of
the numbers, explain that they can look at the final number in a numeral to guide them in the identification,
model object correspondence and how number increases by adding 1 more using manipulatives, use
number cards and identify the numbers, use bingo dotters to show a number from a card they picked, use 1:1
correspondence to count the dots and write the associated numeral at the bottom of the page; exit ticket:
verbally identifying one numeral from 11-15.
 Essential Questions to ask:
o How many is this?
o Can you tell me the name of this numeral?
o How do you know your answer is correct?
o Which number comes next?
o Which number is after ___?
o Can you show me how to count your objects/dots?
o How can you use knowing how to count?
o How can you use knowing how many a numeral means?
Exploration Exploration (Various Groupings) Learning Activity: Math Center (with the support of Ms. Clark, the class paraprofessional)
 Ms. Clark will practice rote counting to 20 with the students before providing the students with choices of
 Think/ Wait Time manipulatives from the counting boxes and the associated cards (for 1-10) as well as teacher-created cards
 Hands on Lab for 11-20 on which students will create sets of objects to demonstrate the numeral on the card. Ms. Clark will
ask the students to count the objects following each student and supporting them as needed in following the
 Manipulatives & Tools correct numerical order. She may partner students to have the same numeral to represent through object
counting and have each other check the work of their partner. Partnered students may also complete the task
together with one student counting and another student placing the objects (with verbal counting).
 Questions Ms. Clark may use:
o How can you determine how many this numeral is?
 Modeling Questions o Why did you choose to count the objects the way you did?
o Where else can you count objects/How is it useful?
o Why did you choose these objects to count?
o How many do you have if you add one more?
o What can we do together to make sure you have the right number of objects on your card?
 Co-operative learning Learning Activity: Technology Center

(i.e., Jigsaw, Think- Pair-  Students will use the Waterford application to practice reading and math, which are integrated. Frequent
Share, Flexible Grouping) assessment within the program allows the program to tailor instruction to meet the needs of the students
directly. The concepts taught through this program align with the pre-kindergarten standards and Early
Learning Assessment skills, knowledge, and behaviors.
 Use of Technology  Visual and auditory learners benefit from the lesson through the use of the computer screen and auditory
input through headphones. Kinesthetic learners use interaction with the computer to encourage
understanding.
Student Groups:
 Small Group Instruction:

o Students are grouped based on supporting data demonstrating student needs.
o Students may work together to determine if their peers’ answers are correct.
o Partners may work collaboratively to solve problems presented by the teacher.
 Whole Group Instruction:
o Math Center: students may select participation in this center, unless there are already a maximum
number of participants, to use student interest as a motivation to learn
o Math Center: students may pair up to count out objects, check to ensure their peers have counted
out the correct number of objects, or even correctly identified the numeral correctly.
Explanation Explanation (Whole Class/Student Concept Explanations:
Response)
 Engage students to clarify misconceptions and errors. What questions can I provide to aid students in
 Concept Web
correcting misconceptions? (1e: Lesson and Unit Structure)
 Mind Map  Encourage students to explain their observations and findings in their own words. (1c:Clarity)
 Partner share  Facilitate clarification of new vocabulary. What strategies and tools will I use to help students actively
formulate new vocabulary? (1e: Instructional materials and resources)
 Vocabulary development
Whole Group Math:
 Student centered  The teacher will tell the students that they are going to count out some letter magnets so the number of letters
matches the number on a card that they pick.
 Evaluation  The teacher pulls out a low number card (2-5) and has a student come up to model showing that number of
 Portfolio letters on the magnetic board. The teacher models counting the objects using 1:1 correspondence to check
the student’s work.
 This is repeated about 2-3 more times with students selecting cards for other students to model using
magnetic letters. The students and teacher will collaboratively count the objects to check the student’s work.
 Questions to be asked:
o How is _____’s group like ____’s group of objects?
o How are the groups different?
o If I tell you to add one more object to your group, how does the group change?
o Can I count my objects like this: “one, three, four, six, seven, ten, nine?” Why or Why not?
o Thumbs up/Thumbs down: Agree or Disagree: Why or Why not?
Elaboration Elaboration (Develop Flexibility and Flexibility and Fluidity:

Fluidity: Explicit Teaching/Guided Differentiated Small Group Lessons
Practice)
 KWL Chart Group 1: Six and Nine Group 2: What is after ten?
 Intervention Activities  The teacher will tell the students that they will  The teacher tells the students that there are
 Problem of the Week
work with two new numerals: 6 and 9. The numbers after ten and tells them that they will
teacher shows the students visuals with the be working with those numbers today.
two numerals and asks “Are they are the  The teacher displays the 0-20 chart and asks
same?” the students to rote count to 20. During this
 The teacher introduces the first one as six and time, the teacher points to each of the
 Modeling Concepts the students count to six with her. The teacher numbers as they are counted verbally.
then challenges the students to get a “6” card  The teacher assists with properly saying
from in front of them. Formative assessment in eleven, twelve, and how to determine which
teen the number is (say the last number and

the recognition of the number six through the add teen for 16-19 and how other numbers
 Problem of the Week identification of the correct card. begin (13-15) with the same sounds as their
 Graphic Organizers  The teacher then asks the students to get final numbers.
 Games some of the objects (manipulatives) from in  The teacher selects a number and asks the
front of them and place six of them on the students to count out that many objects in
 Technology
card. When finished placing the manipulatives, front of them. This is done at most 2 times.
the teacher asks the students to count the Both of these numbers should be below 16.
objects again to check their work. (Formative  Questions: “How are these numbers
assessment opportunity on 1:1 different?",
correspondence.) “Can I put down the same number of objects
 The teacher asks “How many objects are on for each of these numerals?
your card?”  The teacher then produces the number cards
 The teacher models writing the number on the for 11-15. She instructs the students that they
white board using a dry erase marker. The will make the number of dots on a piece of
students are told to trace the number six on paper that matches the number on the card.
their card using their fingers with verbal Review the numbers as needed.
guidance.  The teacher provides the pencils and paper
 The teacher repeats the same steps for the for students to begin writing their names. They
numeral 9. are then allowed to pick a number card (11-
 Questions: “Which number had more objects 15) and orally identify the number. All peers
on its card?”, “Why should we only count an should agree in which number they and their
object once?”, “Which number is larger and peers have received.
means more objects?”, “How do you know  Question: “Can we all have the same number
there are ______ objects?” of dots? Why or Why not?”
 The students should then pick up the bingo
dotters and make that number of dots on their
paper. The students should then count the
dots again to verify the correct number. The
students should then write the number, using
visual support as needed, at the bottom of the
paper.

Evaluation Evaluation Evaluation (1e:Lesson and Unit Structure) (1f: Designing Student Assessments)
 Gallery Walks  Whole Group Instruction: The teacher shall observe student interactions and responses for an informal
 Journal Entries formative assessment.
 Exit Slips  Group 1: Exit Ticket: The teacher provides the students with the bingo dotters and a sheet of paper with two
 Quick writes portions. They are told to write their name at the top. After they have finished this, the teacher tells them to
 Student interviews put 6 dots on the left side and write that number on the bottom. The same steps are taken for 9 on the right.
 Buddy Check
 Group 2: Exit Ticket: Students are presented a numeral card between 11 and 15 which they are asked to
orally identify the numeral.
 White Boards
 Answer Cards


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CLINICAL PRACTICE EVALUATION 3

Linda Blakley 20271843

Bachelor of Science in Early Childhood Education

ECH-480 4/9/2018 6/3/2018

Samuel Chase Elementary School

FOR COURSE INSTRUCTORS ONLY:

Linda Blakley 20271843

InTASC Scoring Guide

Standard 1: Student Development Score N/A

Linda Blakley 20271843

InTASC Scoring Guide

Standard 2: Learning Differences Score N/A

Linda Blakley 20271843

InTASC Scoring Guide

Standard 3: Learning Environments Score N/A

Linda Blakley 20271843

InTASC Scoring Guide

Standard 4: Content Knowledge Score N/A

Linda Blakley 20271843

InTASC Scoring Guide

Standard 5: Application of Content Score N/A

Linda Blakley 20271843

InTASC Scoring Guide

Standard 6: Assessment Score N/A

Linda Blakley 20271843

InTASC Scoring Guide

Standard 7: Planning for Instruction Score N/A

Linda Blakley 20271843

InTASC Scoring Guide

Standard 8: Instructional Strategies Score N/A

Linda Blakley 20271843

InTASC Scoring Guide

Standard 9: Professional Learning and Ethical Practice Score N/A

Linda Blakley 20271843

InTASC Scoring Guide

Standard 10: Leadership and Collaboration Score N/A

Linda Blakley 20271843

AGREEMENT AND SIGNATURE

GCU Faculty Supervisor

Date: April 30, 2018

Time: 1:40-2:35 p.m.

Subject/Content: Math (Small Group Instruction)

Number of Students in the Class: 5 students

Comments and Recommendations:

Prince George’s County Public Schools 1

Objective (1c: Clarity) (1f: Designing Student Assessments)

Prince George’s County Public Schools 2

 Co-operative learning Learning Activity: Technology Center

Prince George’s County Public Schools 3

Elaboration Elaboration (Develop Flexibility and Flexibility and Fluidity:

Prince George’s County Public Schools 4

Prince George’s County Public Schools 5

Prince George’s County Public Schools 6

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