SCHOOL OF EDUCATION CLAFLIN UNIVERSITY UNIT WORK SAMPLE GUIDELINES

Successful teacher candidates support learning by designing a Unit Work Sample that employs a range of strategies and builds on each students strengths, needs and prior experiences. Through this performance assessment, candidates provide credible evidence of their ability to facilitate learning by meeting the following standards: The candidate uses multiple assessment strategies and approaches aligned with learning goals to assess student learning before, during and after instruction. The candidate designs instruction for specific learning goals, student characteristics and needs, and learning contexts. The candidate uses regular and systematic evaluations of student learning to make instructional decisions. The candidate uses assessment data to profile student learning and communicate information about student progress and achievement. The candidate reflects on his or her instruction and student learning in order to improve teaching practice.

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

Revised Fall 2013 ACEI/NAEYC 2010 Standards

EDUC 450: PROFESSIONAL CLINICAL PRACTICE SCHOOL OF EDUCATION CLAFLIN UNIVERSITY UNIT WORK SAMPLE TEMPLATE

Candidate: Hillary Tindall Academic Year: 2014 School: Whittaker Elementary School Subject: ELA, Math, Science and Social Studies

Cooperating Teacher: Faye Thompson District: Orangeburg Consolidated School District 5 Grade Level: 2nd Dates of unit: from March 10th to March 21st

Section I: Unit Title and/or Description: Mathematics: Shapes and Solid Figures. This unit focused on the characteristics and attributes of shapes such as quadrilateral, pentagon and hexagon and of solid figures such as cube, pyramid, and rectangular prism. The unit also focused on partitioning shapes (circle, square and rectangle) into halves, thirds, and fourths. Science: Life Cycles of Animals. This unit focused on the stages of development in an animals life cycle. The unit also focused specifically on the life cycle of a butterfly, ladybug and frog. 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.

This is a second grade ELA, Math, Science and Social Studies class with 19 students. The information was gathered from observation and from the class roster, which was provided by my cooperating teacher Mrs. Thompson. There are 12 boys and 7 girls in the class. 16 of the students are of the African American race, and 2 of the students are of the Hispanic race. The information was gathered through observation. In the class, there are 17 students who receive reduced lunch, 1 student who receives free lunch, and 1 student who pays for lunch. This information was gathered from the attendance secretary Ms. Guinyard. None of the students have IEPs. The class has 3 students who identify as English Language Learners. These students receive assistance from the districts TESOL instructor. This information was gathered from the Resource teacher Ms. Charley and the districts TESOL instructor Ms. Fogle. There is 1 student whose reading level ranges from 0.0-0.09. There are 9 students whose reading level ranges from 1.01.9. There are 7 students whose reading level ranges from 2.0-2.9. There are 3 students whose reading level ranges from 3.0-3.9. This information was gathered from my cooperating teacher Mrs. Thompson. She referred to the STAR Reading program to gather the information.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

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.

There are 12 male students and 7 female students in the class. This information was gathered from observation and from the class roster, which was provided by my cooperating teacher Mrs. Thompson. 16 of the students are of the African American race, and 3 students are of the Hispanic race. This information was gathered through observation. There are 17 students who receive reduced lunch, 1 student who receives free lunch, and 1 student who pays for lunch. This information was gathered from the attendance secretary Ms. Guinyard.

None of the students have IEPs. The class has 3 students who identify as English Language Learners. These students receive assistance from the districts TESOL instructor. This information was gathered from the Resource teacher Ms. Charley and the districts TESOL instructor Ms. Fogle.
There is 1 student whos reading level ranges from 0.0-0.09. There are 9 students whose reading level ranges from 1.0-1.9. There are 7 students whose reading level ranges from 2.0-2.9. There are 3 students whose reading level ranges from 3.0-3.9. The information was gathered from my cooperating teacher Mrs. Thompson. She referred to the STAR Reading program to gather the information. I will take the socioeconomic status of my students into consideration during unit planning and instruction. I will use it to determine the number of supplies and types of supplies I will require students to bring to class or possible purchase for certain activities or projects. I will also consider purchasing supplies to keep in the classroom for students to use while in school. I will take the number of English Language Learners in the class into consideration during unit planning and instruction. These students receive assistance from the districts TESOL instructor. I will use a variety of strategies to ensure that they are comprehending the content of the lesson. I will also work individually with the students and may also have to read them certain passages related to the lesson. I will take the range of reading levels of my students into consideration during unit planning and instruction. The class consists of students whose reading levels range from 0.0 to 3.9. I will have to find books and passages that will cater to all of the reading levels when preparing for lessons. I will also consider ways to challenge those students who have a higher reading level as well as assist those students who have a lower reading level. I will use all of the information gathered to make connections and form collaborative relationships with families, school colleagues and agencies in the community. The connections will be formed through extension activities and activities within the classroom. By making the content of the lessons relatable to the students community, they will be able to better grasp the content and have a deeper understanding. Students will continue to learn and make connections to the lesson through the collaborative relationships formed with families, school colleagues, and agencies in the community. The background information used as a guide when creating lesson plans and assessments. The data provides me with the necessary information that will be beneficial when planning to differentiate activities. Overall, the information provided will allow me to better understand the students and will be resourceful in the development of my lesson plans for units which ultimately will result in my teaching students interesting and engaging lessons to promote their learning and overall success. Section IV: The Unit Plan

Revised Fall 2013 ACEI/NAEYC 2010 Standards

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

Unit Objectives

Correlated Standards/Expectations
2.G.1

Mathematics
1) 95% of students will be able to recognize and draw shapes having specified attributes, such as given number of angles or given number of equal faces as well as be able to identify triangles, quadrilaterals, pentagons, hexagons, and cubes. 2) 95% of students will be able to partition a rectangle into rows and columns into same size squares and count to find the total number of them. 3) 95% of students will be able to partition circles and rectangles into two, three, or four equal squares. Students will also be able to describe the shares using the words halves, thirds, half of, a third, etc., and describe the whole as two halves, three thirds, and four fourths.

2.G.1 2.G.3

Science
4) 95% of students will be able to illustrate the various life cycles of animals (including birth and stages and development). 5) 95% of students will be able to identify and explain the life cycle of a butterfly, ladybug and frog. 2-2.5 2-2.5

Section IV B: Unit 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: Mathematics

Instructional Plan for the Unit

Activities/Strategies/Materials/Resources I will target my anticipatory set by having students name different shapes seen throughout the classroom. They will also explain the characteristics of the shapes. This will allow for me to see how much the students know already in regards to the subject. I will complete direct instruction by using an interactive digital video provided by EnVision Math. Throughout the video, I will explain to students key vocabulary words and ask questions. Students will follow along in the video and be engaged by answering questions. The guided practice will include the class completing practice problems regarding the lesson. I will guide the students through the steps in completing the problems. I will also ask them questions throughout the guided practice to check for understanding. As independent practice, students will complete problems showing the mathematical process. These worksheets were made by EnVision Math. The closure for the lesson will include a review of the questions from the independent practice. Students will also engage in a review session discussing the characteristics and attributes of each shape and solid figure. Integration of the Arts: I will integrate arts by having students draw cut shapes. They will also make solid figures using manipulatives. They will be instructed to use different colors to help them see the distinct differences in the shape and solid figures. Integration of Health: I will integrate health by having students identify healthy foods that come in different shapes and solid figures. For example, an orange is in the shape of a sphere. Integration of Physical Education: I will integrate physical education by having students use their bodies to create shapes, For example, I will have them walk in the shape of a rectangle or job in a circle. Unit Objective Number(s) Unit Objectives 1,2, and 3

Unit Objectives 1,2, and 3

Unit Objectives 1,2, and 3 Unit Objectives 1,2, and 3

Unit Objectives 1,2, and 3

Unit Objectives 1,2, and 3

Unit Objectives 1,2, and 3

Unit Objectives 1,2, and 3

Revised Fall 2013 ACEI/NAEYC 2010 Standards

SUBJECT: Science

Instructional Plan for the Unit

Activities/Strategies/Materials/Resources I will target my anticipatory set by showing a video from discoveryeducation.com. The video will be related to the lessons within the unit. Following the video, I will ask several questions pertaining to the lessons. I will complete direct instruction by using the Science textbook. When using the textbook, students will follow along in the textbook and may be asked to read. The guided practice will include the students engaging in an interactivity activity on BrainPopJr.com. The activity will allow for students to organize the stages in development. The independent practice will include students completing a worksheet about the life cycle of animals. This worksheet will be graded and created by edhelper.com. The closure will include students discussing similarities and differences between the life cycles of animals and humans. Integration of the Arts: The arts will be integrated into the unit through music. I will create songs about the life cycle of animals to help them remember the stages of development. Integration of Health: I will integrate health in the unit by having students explain the foods animals and people must eat to continue growing. For example, a caterpillar eats a lot of leaves in its life cycle and people must eat vegetables to continue growing. Integration of Physical Education: I will integrate physical education by including dance moves in the songs about life cycles. Students will also demonstrate how certain animals move in the beginning of the life cycle and at the end of the life cycle. Unit Objective Number(s) Unit Objectives 4 and 5 Unit Objectives 4 and 5 Unit Objectives 4 and 5

Unit Objectives 4 and 5 Unit Objectives 4 and 5

Unit Objectives 4 and 5

Unit Objectives 4 and 5

Unit Objectives 4 and 5

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 a nd learning contexts.

The instructional plan allows me to establish a balance between grade-level academic standards and expectation and the needs, abilities and developmental levels of individual students by allowing me to prepare effective lesson plans that will meet the needs of all the students. I will be allowed to plan grade level activities and create new strategies that will enhance student learning as well as cater to their skills. Various strategies such as using technology, allowing students to work in groups, using hands on activities and incorporating music and dance will be used to teach students on varying levels. These various strategies will give me the opportunity to teach the content through different approaches allowing students on varying levels to grasp the content. I designed my instructional plan using students characteristics, needs, and learning contexts. The socioeconomic status, reading levels and race of the students influenced the design of my instructional plan by guiding me in planning effective lessons, activities, and strategies that will be relatable to the students. The relevance of such strategies and activities will ultimately motivate the students to want to learn more and become more engaged.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Section V A: Unit Assessments - List the key unit assessments. Type of Assessment (Check one for each assessment) Teacher-Made Commercially (A copy of each teacher made Available
assessment must be attached to this plan.)

Key Unit Assessments

Solid Figures (graded worksheet) Cutting Shapes and Dividing Rectangles (Quiz) Problem Solving and Reasoning (Test) Live Young or Eggs (Quiz) Life Cycle of Animals (Test)

Reflect on the unit assessments: (1) How did you determine that your unit assessments are valid and reliable for all students? (2) How did you use your prior understanding of students skills to plan your instruction?

I determined that my unit assessments are valid and reliable for all students by making sure that the assessments aligned with the content that was taught in the unit. I also made sure that the assessments aligned with the standards and unit objectives. Lastly, I held a review session before giving the assessments to determine whether the students fully grasped the content taught in the lesson and/or unit. I used my prior understanding of students skills to plan my instruction. I reflected on the range of reading levels in the class to choose the proper reading material used during the unit specifically for science. I also referred to the socioeconomic status of the students when planning for a possible project. Students socioeconomic status would give me an idea of the number and types o f materials needed for a project. However, Mrs. Thompson and I agreed to do not a project for this unit. Because, there were no projects assigned a rubric was not used as a type of assessment. I also used examples in the lessons that students can relate to. For example, I used familiar objects within the classroom and objects that could be found at home or in their community as examples of solid figures. I realized that my students enjoy using music and movements to learn. I used this knowledge to incorporate songs into the unit in such a way that students will strengthen their knowledge of the topic.

Section V B: 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 Unit Objective 1: :Pre-Assessment(s)

Accommodations The time frame might adjusted.

: Post-Assessment(s)

Evaluation Criteria be A= 100-93 B= 92-85 C= 84-77 D= 76-70 F= 69 and below Depending on the results, a A= 100-93 second attempt may be given to B= 92-85 students. C= 84-77 D= 76-70 F= 69 and below

: Other Assessment(s)

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Unit Objective 2:

: Pre-Assessment(s)

The time adjusted.

: Post-Assessment(s)

be A= 100-93 B= 92-85 C= 84-77 D= 76-70 F= 69 and below Depending on the results, a A= 100-93 second attempt may be given to B= 92-85 students. C= 84-77 D= 76-70 F= 69 and below

frame

might

: Other Assessment(s) The time adjusted. be A= 100-93 B= 92-85 C= 84-77 D= 76-70 F= 69 and below Depending on the results, a A= 100-93 second attempt may be given to B= 92-85 students. C= 84-77 D= 76-70 F= 69 and below frame might

Unit Objective 3:

:Pre-Assessment(s)

: Post-Assessment(s)

: Other Assessment(s) Unit Objective 4: : Pre-Assessment(s) The time adjusted. be A= 100-93 B= 92-85 C= 84-77 D= 76-70 F= 69 and below Depending on the results, a A= 100-93 second attempt may be given to B= 92-85 students. C= 84-77 D= 76-70 F= 69 and below frame might

: Post-Assessment(s)

: Other Assessment(s) The time adjusted. be A= 100-93 B= 92-85 C= 84-77 D= 76-70 F= 69 and below Depending on the results, a A= 100-93 second attempt may be given to B= 92-85 students. C= 84-77 D= 76-70 F= 69 and below frame might

Unit Objective 5:

:Pre-Assessment(s)

: Post-Assessment(s)

: Other Assessment(s)

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Mathematics Section V C: 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.

After administering the pre-assessments on the Mathematics unit objectives, I noticed that at least half of the students knew some information in regards to the lesson topics. The students performances on the pre-assessments did not align with the three Mathematics unit objectives. For the pre-assessment of Solid Figures, 17 students made a grade of B or higher and 2 students made a failing grade. For the pre-assessment of Cutting Shapes and Dividing Rectangles, 9 students made a grade of B or higher, 7 students made a grade of C, 2 students made a grade of D, and 1 student made a failing grade. For the pre-assessment of Problem Solving and Reasoning, 7 students made a grade of B or higher, 7 students made a grade of C, and 5 students made a failing grade. I believe the reason for certain students not performing well on the preassessments was due to them not knowing the types of solid figures and vocabulary terms. Students were also probably confused on the process to solve the math problems. The performance of my students on their pre-assessments let me know the areas that I needed to focus more on during my lessons. I planned my instruction to concentrate on content that student may have had problems with understanding. Cutting Shapes and Dividing Rectangles Pre-assessment Student 1 90 Student 2 100 Student 3 80 Student 4 80 Student 5 70 Student 6 100 Student 7 60 Student 8 80 Student 9 100 Student 10 90 Student 11 70 Student 12 80 Student 13 80 Student 14 80 Student 15 90 Student 16 100 Student 17 100 Student 18 80 Student 19 100

Solid Figures Pre-assessment Student 1 100 Student 2 100 Student 3 100 Student 4 100 Student 5 67 Student 6 100 Student 7 100 Student 8 100 Student 9 100 Student 10 100 Student 11 100 Student 12 100 Student 13 90 Student 14 100 Student 15 17 Student 16 100 Student 17 100 Student 18 100 Student 19 100

Problem Solving and Reasoning Pre-assessment Student 1 80 Student 2 100 Student 3 100 Student 4 80 Student 5 60 Student 6 100 Student 7 100 Student 8 80 Student 9 100 Student 10 100 Student 11 60 Student 12 60 Student 13 80 Student 14 80 Student 15 40 Student 16 60 Student 17 80 Student 18 100 Student 19 80

Revised Fall 2013 ACEI/NAEYC 2010 Standards

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? (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. For each visual representation, (3) provide a descriptive narrative that summarizes your analysis of student progress and achievement. Finally, (4) explain the ways in which you have assigned student grades (or other indicators of student performance), and what were the overall results? Based on the overall results, (5) did the students gain from this unit all that you expected? Why or why not? (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 analysis of the assessments increased my understanding of individual students performance. The assessments allowed for me to see what my students fully understood after the lesson was taught. I was also able to analyze the strengths and weaknesses of my students understanding of the content. After adjusting my lesson plans and strategies to the needs of my students, I realized that majority of the students performed better on the post-assessments. For the postassessment of Solid Figures, all of the students made a grade of B or higher. For the post-assessment of Cutting Shapes and Dividing Rectangles, 15 students made a grade of B or higher, 2 students made a grade of C, and 2 students made a failing grade. For the post-assessment of Problem Solving and Reasoning, 16 students made a grade of B or higher, and 3 students made a grade of D. For those students who did not perform well on the post-assessments, I used a small group to reteach the content. The students who did not perform well on the post assessments are those students who usually have difficulty in this subject area. They did show some progress compared to the pre-assessment; however, they did not reach the unit objective. I have attached clearly labeled tables and charts depicting the results of the pre-assessments as well as post-assessments. These tables and charts allowed for me to find patterns of student performance relative to each objective. The results of both assessments were recorded in the grade book as well as recorded in Power School. The parents of students also received a progress report with the assessments attached. Cutting Shapes and Dividing Problem Solving and Rectangles Reasoning Solid Figures Post-assessment Post-assessment Post-assessment Student 1 100 Student 1 100 Student 1 100 Student 2 93 Student 2 95 Student 2 100 Student 3 100 Student 3 85 Student 3 100 Student 4 100 Student 4 90 Student 4 100 Student 5 73 Student 5 70 Student 5 100 Student 6 100 Student 6 100 Student 6 100 Student 7 100 Student 7 85 Student 7 100 Student 8 100 Student 8 100 Student 9 100 Student 8 95 Student 10 100 Student 9 100 Student 9 100 Student 11 73 Student 10 100 Student 10 100 Student 12 100 Student 11 100 Student 11 75 Student 13 100 Student 12 100 Student 12 85 Student 14 100 Student 13 100 Student 13 90 Student 15 67 Student 14 100 Student 14 90 Student 16 53 Student 15 100 Student 15 75 Student 17 100 Student 16 100 Student 16 95 Student 18 100 Student 17 100 Student 17 95 Student 19 87 Student 18 100 Student 18 90 Student 19 89 Student 19 90

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Section VII. Reflection and Self-Assessment

(1) Reflect on and describe the relationship between your students progress and achievement and your teaching performance. If you were to teach this unit again to the same groups of students, (2) what, if anything, would you do differently, and why? What (3) specific aspects of the instruction need to be modified?

I believe there is a relationship between my students progress and achievement and my teaching performance. The relationship shows growth in students understanding of concepts. I used various strategies and adjusted lessons, so that the students in the class would have multiple opportunities to grasp the content. Overall, my students showed growth and improvement throughout the unit. If I were to teach this unit again to the same groups of students, I would change a certain parts of my instruction. I would have more creative and hands on activities for students. For example, I would give the students more opportunities to use solid figures manipulatives to help when counting vertices, faces, and edges. I believe the hands on activities would have helped the students in remembering the content and gaining a deeper understanding of the lesson. Specific aspects of the instruction would need to be modified such as the amount of time and class participation. To modify the time, I would have spent more time on more challenging areas for students rather than trying to give an equal amount to each lesson topic. For example, I could have spent more time focusing on cutting shapes and dividing rectangles rather than solid figures because students had more of a difficult time with that standard compared to the other. Along with the charts below comparing each students progress, I have also copied some of the students reflection for each s tandard.

Solid Figures (Graded Worksheet)

120 100 80

Score

60 40 20 0

Student
Preassessment Postassessment

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Cutting Shapes and Dividing Rectangles (Quiz)

120 100 80

Score

60 40 20 0

Student
Preassessment Postassessment

Problem Solving and Reasoning (Test)

120 100 80

Score

60 40 20 0

Student
Preassessment Postassessment

Revised Fall 2013 ACEI/NAEYC 2010 Standards

These are reflections of the unit by two of the students.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Science Section V C: 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.

After administering the pre-assessments on the Science unit objectives, I noticed that most of my students did not know the information related to the lesson topics. The performances of students on the pre-assessments did not align with the two Science unit objectives. For the pre-assessment of Live Young or Eggs, 18 of the students made a grade of B or higher, and 1 student made a failing grade. For the pre-assessment of Life Cycle of Animals, 14 students made a grade of B or higher, and 5 students made a failing grade. I believe that some of students did not perform well on the preassessments because they did not know some of the terms or had a difficult time reading the passage. The performance of my students on their pre-assessments let me know the areas that I needed to focus more on during my lessons. I planned my instruction to concentrate on content that student may have had problems with understanding.

Live Young or Eggs Pre-assessment Student 1 93 Student 2 100 Student 3 100 Student 4 93 Student 5 100 Student 6 100 Student 7 87 Student 8 100 Student 9 100 Student 10 100 Student 11 87 Student 12 93 Student 13 93 Student 14 100 Student 15 60 Student 16 93 Student 17 100 Student 18 93 Student 19 100

Life Cycle of Animals Pre-assessment Student 1 100 Student 2 100 Student 3 100 Student 4 40 Student 5 60 Student 6 80 Student 7 80 Student 8 60 Student 9 80 Student 10 80 Student 11 100 Student 12 80 Student 13 60 Student 14 80 Student 15 60 Student 16 80 Student 17 80 Student 18 100 Student 19 80

Revised Fall 2013 ACEI/NAEYC 2010 Standards

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? (2) Attach clearly labeled tables, grap hs or charts that depict student performance (strengths and weaknesses) for the entire class, for one selected subgroup and for at least two individual students. For each visual representation, (3) provide a descriptive narrative that summarizes your analysis of student progress and achievement. Finally, (4) explain the ways in which you have assigned student grades (or other indicators of student performance), and what were the overall results? Based on the overall results, (5) did the students gain from this unit all that you expected? Why or why not? (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 analysis of the assessments increased my understanding of individual students performance. The assessments allowed for me to see what my students fully understood after the lesson was taught. I was also able to analyze the strengths and weaknesses of my students understanding of the content. After adjusting my lesson plans and strategies to the needs of my students, I realized that majority of the students performed better on the post-assessments. For the postassessment of Live Young or Eggs, all of the students made a grade of B or higher. For the post-assessment of Life Cycle of Animals, 14 students made a grade of B or higher, 2 students made a grade of C, 2 students made a grade of D and 1 student made a failing grade. For those students who did not perform well on the post-assessments, I used a small group to reteach the content. The students who did not perform well on the post assessments are those students who usually have difficulty in this subject area. They did show some progress compared to the pre-assessment; however, they did not reach the unit objective. I have attached clearly labeled tables and charts depicting the results of the pre-assessments as well as post-assessments. These tables and charts allowed for me to find patterns of student performance relative to each objective. The results of both assessments were recorded in the grade book as well as recorded in Power School. The parents of students also received a progress report with the assessments attached.

Live Young or Eggs Post-assessment Student 1 100 Student 2 100 Student 3 100 Student 4 100 Student 5 100 Student 6 100 Student 7 100 Student 8 100 Student 9 100 Student 10 100 Student 11 100 Student 12 100 Student 13 100 Student 14 100 Student 15 92 Student 16 100 Student 17 100 Student 18 100 Student 19 100

Life Cycle of Animals Post-assessment Student 1 100 Student 2 100 Student 3 92 Student 4 100 Student 5 58 Student 6 100 Student 7 92 Student 8 75 Student 9 100 Student 10 100 Student 11 75 Student 12 100 Student 13 100 Student 14 83 Student 15 83 Student 16 100 Student 17 100 Student 18 92 Student 19 100

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Section VII. Reflection and Self-Assessment

(1) Reflect on and describe the relationship between your students progress and achievement and your teaching performance. If you were to teach this unit again to the same groups of students, (2) what, if anything, would you do differently, and why? What (3) specific aspects of the instruction need to be modified? I believe there is a relationship between my students progress and achievement and my teaching performance. The relationship shows growth in students understanding of concepts as well as the effectiveness of my instruction. I used various strategies and adjusted lessons, so that the students in the class would have multiple opportunities to grasp the content. Overall, my students showed growth and improvement throughout the unit. If I were to teach this unit again to the same groups of students, I would change certain parts of my instruction. I would have more creative and hands on activities for students. For example, I would allow the students to get a classroom set of larva so that they can watch it turn into a butterfly. I believe the hands on activities would have helped the students in connecting and relating more to the lesson. Specific aspects of the instruction would need to be modified such as technology and other resources. I would have incorporated technology more into the lesson by showing the life cycle of animals such as chickens or lions. I could have also used the library to find examples to present the class.

Live Young or Eggs (Quiz)

120 100 80 60 40 20 0

Score

Student
Preassessment Postassessment

Life Cycle of Animals (Test)

120 100 80 60 40 20 0

Score

Student
Preassessment Postassessment

Revised Fall 2013 ACEI/NAEYC 2010 Standards

These are reflections of the unit by two of the students.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Revised Fall 2013 ACEI/NAEYC 2010 Standards