Sie sind auf Seite 1von 30

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: Candice Seawright

Cooperating Teacher: Ms. Gloster

Academic Year: 2014-2015

District: Richland County District 1

School: Arden Elementary School

Grade Level: 4th

Subject: AAP Math and English

Dates of unit: from October 1, 2014 to October 17, 2014

Section I: Unit Title and/or Description: Mastering Multiplication


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 fourth grade Advanced Academic Program English and Mathematics classroom at Arden Elementary School in Columbia,
South Carolina. There are a total of seven students in the classroom; this includes five females and two male students. Of the five
female students, three are Hispanic and two females are African-American. Both male students are African American.
The female students interests are soccer, basketball, karate, jump roping, drawing, reading and writing. They preferred to listen to
Rap/Hip-Hop and R&B music. These particular female students career choices were to become a doctor, judge, veterinarian, and a
teacher. All of them preferred to learn in small group. Mathematics was three of the female students favorite subject and two enjoyed
English Language Arts.
The males interests were X-box, basketball, and football. They preferred to listen to Rap/Hip-Hop and R&B music.
These particular male students career choices were to become a dentist and a NBA basketball player. One male preferred to learn by
himself while the other student preferred to learn in a small group. Both students favorite subject was Mathematics.
All seven students are in the Advanced Academic Program. They are reading on a fourth grade reading level with the capability of
reading and comprehending higher level novels.
All students in this classroom are on free lunch at Arden Elementary School.

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 notice that both female and males students enjoy sports; it would be in my best interest to incorporate sports or sport themed ideas
into my lesson. Since the females enjoy drawing, reading, writing and sports, during English Language Arts, I can find books about
famous females in who sports and create writing assignments where students can illustrate what they read and write about it as well.
Most of my students enjoy Rap/Hip- Hop and R&B music. To keep students engaged during lessons, I could find videos or parody
videos of songs students may be familiar with. These educational videos will connect with the students and help them better understand
the content. Since most of my students preferred to learn in cooperative learning groups, I will incorporate in my lesson a lot of group
activities, where students are to work and learn as a team. There could also be times when I ask to pair up and review and check each
others work. Lastly, I notice that most of the males and females enjoy Mathematics enjoy, I will find a way to keep these students
interested in this subject as well as help turn the least favorite subjects into ones that students enjoy equally. This will be done with
engaging videos, fun activities, projects and enthusiasm from me in the classroom.
Seeing that I have a few more females than males in the classroom, I must create an equal learning environment where both genders are
prosperous. I will include research-based strategies that have been proven to work with both genders.
Since there are eight students reading above grade level, I will search for grade level and above grade level books and novels for
students to read. This will keep the students engages as well improve their reading comprehension skills. Students will participate in
book talks and book discussions about what they are reading or were assigned to read to ensure comprehension and reading ability.
With all of my students being on free lunch, this tells me that they come from a low social economic status. From this I can conclude
that the students may have emotional and social instability. This may also mean students are not able to have all school supplies that are
necessary to complete assignments. I must place students in collaborative learning groups where they will have to share supplies with
one another to complete given assignment.
Since the classroom is very diverse, I will incorporate in my lesson multicultural activities that will make students aware of the
diversity
and 2013
ethnicities
not only in the
classroom
but also around the world.
Revised Fall
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.)

Correlated
Standards/Expectations

Unit Objectives
Students will determine the main idea of a text and explain how it is supported.

RL.4.1

Students will use place value and properties of operations to perform multi-digit arithmetic.

4.OA.1

The student will demonstrate an understanding of the properties, movements, and


locations of objects in the Solar System.

4.E.3

The student will demonstrate an understanding of political, economic, and geographic


reasons for the exploration of the New World.

4-2.1

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: English Language Arts

Instructional Plan for the Unit


Activities/Strategies/Materials/Resources

Timeline

Unit Objective
Number(s)

The anticipatory set of this unit will be the teacher showing students a
video from YouTube that focuses on Main Idea and how to find it in a
passage using text features. There is also a section on Implicit and Explicit
main ideas students are to be familiar with as well. This video is a parody
song of Justin Beibers Beauty and the Beat. Prior to video, teacher will
ask students to pay close attention and be able these two important
questions about the video. These questions include: What is the Main Idea
and What can a reader look for to find the Main Idea?

September 1, 2014 (1 Day)

All Unit Objectives

The direct instruction of this unit will be Students will view a PowerPoint
on Main Idea, Supporting details and text features. While viewing Power
Point, students will write all unfamiliar vocabulary words and definitions
into their Whats the Big Idea handbook. Teacher will demonstrate how
and what students are to be writing in their handbooks on Anchor chart
paper. For instance, students are learning what main idea is. Students and
teacher will write down main idea and following will be the definition. If
students are confused, teacher will provided a completed handbook for
students to look at during lesson. Teacher will also show the completed
handbook to students with each vocabulary word, topic and new page to
lessen confusion as well. The completed handbook will be passed from
student to student throughout the classroom.

September 1, 2014 (1 Day)

All Unit Objectives

September 1, 2014 (1 Day)

The guided practice of the unit will be for Students will view a PowerPoint
on Main Idea, Supporting details and text features. While viewing Power
Point, students will write all unfamiliar vocabulary words and definitions
into their Whats the Big Idea handbook. Teacher will demonstrate how
and what students are to be writing in their handbooks on Anchor chart
paper. For instance, students are learning what main idea is. Students and
teacher will write down main idea and following will be the definition. If
students are confused, teacher will provided a completed handbook for

Revised Fall 2013 ACEI/NAEYC 2010 Standards

All Unit Objectives

students to look at during lesson. Teacher will also show the completed
handbook to students with each vocabulary word, topic and new page to
lessen confusion as well. The completed handbook will be passed from
student to student throughout the classroom.
September 1, 2014 (1 Day)

Students will complete an independent practice activity that focuses on


Text Features. Every student will receive a different book with six Post-It
Notes on it. These text features will include: Title Page, Glossary, Index,
Table of Contents, Bold Words, and Photographs. Students are to use these
Post-Its attached to the book and place it in the correct spot where text
feature is located in the book. Ex: Post-It has Title Page written down.
Students will go to the title page and place the post it there. Once each
student has completed this activity they will raise their thumb to show
teacher that they have finished their activity. The thumbs up system will
help avoid disruptions while other students are finishing the assignment.
When teacher has noticed that every students has finished their
assignment, teacher will call every student one a time to show class where
they have placed their Post-It note at and explain why they have placed
Post-It there. This activity will show teacher how well students understand
text features and where student can find these text features in different
books, articles and passages.
Teacher will conclude the lesson by asking the students to finish this
statement, Today I learned _____________. Students will take one
minute to think of two new ideas they learned in class that particular day
regarding either Main Idea and/or Text Features. Students will be allowed
to look back at their handbook in case they need to refer to their notes.
Teacher will call on each student to stand up either at their desk or in the
front of the class to tell the teacher and his or her classmates two new
ideas they learned in class that day. Once every student has spoken and
teacher as though students have fully understood the lesson, students will
then on to the assessment planned for that day.

All Unit Objectives

September 1, 2014 (1 Day)

All Unit Objectives

Integration of the Arts: Students

will watch and listen to a song from


YouTube about Main Idea and Text Features. This song is a parody from
the popular artist Justin Bieber and his song The Beauty and The Beat.
Students will have the opportunity to see the lyrics on the Smart Board
screen as well as hear the song played for them as they answer questions
that were assigned to them.

September 1, 2014 (1 Day)

All Unit Objectives

Integration of Health:

During the independent activity, students are to read a


passage that focuses on eating healthy and living a healthy lifestyle.
Students are to read this passage and tell teacher and what they believe the
main idea is. This passage will be implicitly stated, students will have to
use key details and text features to help them figure out the correct answer.

September 1, 2014 (1 Day)

All Unit Objectives

Since students will be taking a good bit of


notes and sitting for a period of time, teacher will give students a quick
exercise break during the middle of the lesson. This will include students
stretching their arms and legs for ten seconds, jogging in place for ten
seconds as well, the last ten seconds of the break, students will be able to
walk around and the classroom to wake up from the lesson. This quick
exercise is to get students blood pumping and students energy increased.
Students have a tendency to lose focus of instruction when in the same
spot for too long. This quick break will get students attention span a little
long for teacher to finish the instruction.

September 1, 2014 (1 Day)

All Unit Objectives

Integration of Physical Education:

Revised Fall 2013 ACEI/NAEYC 2010 Standards

SUBJECT: Mathematics

Instructional Plan for the Unit


Activities/Strategies/Materials/Resources

Timeline

Unit Objective
Number(s)

For the anticipatory set, students will complete a pre-assessment


worksheet. These multiplication problems will include two digit by two
digit multiplication problems. Students are to come in and record these
multiplication problems in their composition notebook. Students are to
work through each of the problems to find the product of each one.
Teacher will give students allotted to work on pre-assessment. While
students are working, teacher will walk around and monitor students
work. Teacher will pay close attention to the methods students use to
solve the equation. Once allotted time has been completed, teacher and
student will go problems in depth with students. Teacher will make sure
to read the problem aloud to students and ask students what they did to
find the product and explain how they got their answer. Teacher and
students will work together to work through the given problem. Teacher
will check for understanding by a raise of thumbs and answers students
provide. Teacher will make sure every student understands what process
to take to get to the correct answer.

October 13, 2014 (1 Day)

All Unit Objectives

For the direct instruction for this unit the teacher will give students
various two digit by two digit division problems that require the student
to find the product. Each problem will be displayed one at a time to
students. The teacher will read aloud each equation to the students
before they are to begin working on the problem. Students are to work
through the using the correct operation in their composition notebooks.
Students must show their work and be able to explain what process they
used to get their answer. While students are working the specific
equation out, teacher will walk around and guide students who may
seem to be confused about what process to follow to get the correct
quotient. Teacher will know that all students have completed the
problem when students have written their answer on the mini
whiteboard that was given. Teacher will ask students to hold their answer
in the air on the whiteboard, so that the teacher can check answers.
Teacher will work the first word problem out with the students. The
various problems that follow, teacher will allow students to come to the
Smart Board and explain and show the work they did to complete the
given problems.

October 13, 2014 (1 Day)

All Unit Objectives

For the guided practice teacher will provide each student with a mini
whiteboard and a dry erase marker. Teacher will give students various
one digit by two digit division problems that require the student to find
the product. Each problem will be displayed one at a time to students.
The teacher will read aloud each equation to the students before they are
to begin working on the problem. Students are to work through the word
problem using the correct operation in their composition notebooks.
Students must show their work and be able to explain what process they
used to get their answer. While students are working the specific
problem out, teacher will walk around and guide students who may seem
to be confused about what process to follow to get the correct product.
Teacher will know that all students have completed the problem when
students have wrote their answer on the mini whiteboard that was given.
Teacher will ask students to hold their answer in the air on the
whiteboard, so that the teacher can check answers. Teacher will work the

October 13, 2014 (1 Day)

All Unit Objectives

Revised Fall 2013 ACEI/NAEYC 2010 Standards

first word problem out with the students. The various problems that
follow, teacher will allow students to come to the Smart Board and
explain and show the work they did to complete the given problems.
Once teacher sees that all students understand how to get to the correct
product students will move onto the independent activity.
For the independent activity students will be given fifteen to twenty
minutes to complete a worksheet of multiplication problems that they are
to do independently. These word problems ask students to find the
product. Students will be allowed to work on the mini whiteboards and/or
their composition notebooks to complete the given word problems.
Teacher will walk around the classroom and monitor the classroom to
check for understanding. One-on-one assistance will be provided during
this time. Students are to make sure they are showing all of their work to
make sure they are able to explain how they came to the answer they have
written down. Once allotted time is time for students, teacher will call
students to go the Smart board to show how they came up the answer they
have written. Teacher will correct any misconceptions students may have
by demonstrating the process on the Smart board. Teacher will check for
understanding by a show of thumbs.

October 13, 2014 (1 Day)

All Unit Objectives

For the closure the teacher and students will review the lesson for the day.
Students will be given an exit slip that will correspond to the math lesson
taught that day. Students are to show the teacher their exit slip and have it
checked off before students are allowed to get on Ten Marks and/or
dismissing from classroom.

October 13, 2014 (1 Day)

All Unit Objectives

Integration of the Arts: Students

will work in collaborative groups to


complete an assignment where they are to illustrate on anchor chart paper
what they learned during the class session about multi-digit whole
numbers.

October 13, 2014 (1 Day)

All Unit Objectives

Integration of Health:

Students will take a one minute interval from doing


mathematics to do various exercises involving jumping jacks, stretching of
the arms and legs, rotations and moving about the classroom.

October 13, 2014 (1 Day)

All Unit Objectives

Integration of Physical Education: Teacher

October 13, 2014 (1 Day)

All Unit Objectives

will call students to walk to the


Smart board to complete given examples.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

SUBJECT: Science

Instructional Plan for the Unit


Activities/Strategies/Materials/Resources

Anticipatory Set- To get students interested in the lesson, the teacher will
tell students that they are going will complete an activity titled,
Illustration Time. The teacher will tell students to think about a time
they looked up at the night sky and noticed the moon shining brightly.
Students are to think about how the moon appeared that night they looked
to the sky. The teacher will give the students a couple of minutes to think
about when they looked at the sky. Once allotted time is up, student will
be asked to illustrate what they have seen on paper that will provided to
them by the teacher. Students will be given time to illustrate their
drawings. Once everyone has finished the assignment, students will be
allowed to share their illustrations with their peers and the teacher.

Timeline

Unit Objective
Number(s)

October 30, 2014

All Unit Objectives

Direct Instruction-

During this lesson, students will be presented with a


PowerPoint Presentation titled, Understanding the Moons Phases.
Students will take notes from the PowerPoint into their Science notebook.
The teacher will give background information to students on how and why
the Moon goes through these different phases. Teacher will be sure to
monitor students as they take notes to ensure that all notes are being
copied correctly into their notebooks. Once the teacher and students have
come to the section in the PowerPoint where the teacher explains and
shows the different phases, students will first copy the notes into their
workbook and then have the opportunity to work with the Oreos the
teacher has provided. Each slide will have a picture of each Moon phase
and how the Moon is formed in the picture Students are to use the Oreo to
recreate the picture shown on the PowerPoint. The teacher will show the
students a finished example of what their Oreo plates will look like once it
is completed as well as explain in great detail why they will be doing this
activity instead of the actual page by page note taking. Each student will
get a paper plate, eight Oreos (to represent the eight phases of the Moon),
a napkin and a knife. Students will be using the Oreos to represent the sky
and the Moon. The chocolate part of the Oreo will be the sky and the icing
will represent the Moon. The student will use the plastic knife to scrap the
unwanted icing to recreate the picture that will showing on the
PowerPoint. The teacher will demonstrate exactly what is to be done
before students are to work with the plastic knives. The teacher will show
students how to scrap away the icing to form the Moon and where they
should place their unwanted icing without making a mess in the classroom.
Before students are to place their Oreo on the plate, the teacher will come
around and make sure all students have done exactly as she has stated.
Once the teacher has seen all students are correct, the students will place
their Oreo on the plate. Under the Oreo, students will use their Sharpie to
write the specific phase the Moon is in. The teacher will demonstrate
exactly how it should be written before students begin to write. During this
time, the teacher will be walking around to make sure that each student is
correctly completing the activity. This process will continue until each
students plate has the all phases of the Moon. Teacher will sure to ask
guided questions as well as answer any questions students may have while
working on the activity.

October 30, 2014

All Unit Objectives

Guided Practice- Students

October 30, 2014

All Unit Objectives

will be presented with a PowerPoint presentation


titled, Understanding the Moons Phases. Teacher will tell students to
retrieve their Science notebooks because they will be taking notes. Once
all students have all their notebooks out, the teacher will begin the
PowerPoint on each of the Moons phases. Teacher will give background
information to students on how and why the Moon goes through these
different phases. Teacher will be sure to monitor students as they take

Revised Fall 2013 ACEI/NAEYC 2010 Standards

notes to ensure that all notes are being copied correctly into their
notebooks. Once the teacher and students have come to the section in the
PowerPoint where the teacher explains and shows the different phases,
students will first copy the notes into their workbook and then have the
opportunity to work with the Oreos the teacher has provided. Each slide
will have a picture of each Moon phase and how the Moon is formed in
the picture Students are to use the Oreo to recreate the picture shown on
the PowerPoint. The teacher will show the students a finished example of
what their Oreo plates will look like once it is completed. This will give
the students a visual image of what they can expect to create during this
lesson. Each student will get a paper plate, eight Oreos (to represent the
eight phases of the Moon), a napkin and a knife. Students will be using the
Oreos to represent the sky and the Moon. The chocolate part of the Oreo
will be the sky and the icing will represent the Moon. The student will use
the plastic knife to scrap the unwanted icing to recreate the picture that
will showing on the PowerPoint. The teacher will demonstrate exactly
what is to be done before students are to work with the plastic knives.
Before students are to place their Oreo on the plate, the teacher will come
around and make sure all students have done exactly as she has stated.
Once the teacher has seen all students are correct, the students will place
their Oreo on the plate. Under the Oreo, students will use their Sharpie to
write the specific phase the Moon is in. The teacher will demonstrate
exactly how it should be written before students begin to write. During this
time, the teacher will be walking around to make sure that each student is
correctly completing the activity. This process will continue until each
students plate has the all phases of the Moon.
Independent Practice-

Students will complete an Independent practice


worksheet titled, Name That Phase! Students will spread out around the
classroom away from their Oreo Plates and their science notebook. The
teacher will pass out the Name That Phase worksheet to each student.
The worksheet will have eight different pictures of the each of the Moons
phases. Underneath each of the pictures will be a line that students will be
asked to write the name of each phase on. Located on the bottom on the
worksheet will be a word box containing the name of each phase. Students
will be allowed to use this word box to assist them in completing the
worksheet. Students will be given ten to fifteen minutes to complete the
assignment. During this time, the teacher will monitor what students are
writing down to ensure each student is on the right track. Teacher will
provide one-on-one assistance if needed during the independent worksheet
as well. Once allotted time is, students will be able to come back to their
desk and check their answers using their Oreo Plates and science
notebooks. The teacher will go through the worksheet with the students in
depth to ensure understanding. The teacher will fill in any missing
information that students may be confused about or have not written down.

October 30, 2014

All Unit Objectives

Closure- Teacher

will conclude the lesson by asking students to put away


their Science notebooks and all other notes they may have open. Teacher
will go through a quick review with students about what they have learned
that day about the phases of the Moon. Students are to answer review
questions in their own words. Teacher will ask students questions such as:
1. Why does the Moon change its appearance over time?
2. How many phases of the Moon are there?
Teacher will fill in any missing information that students may miss during
closure review. Once review has been completed, students will complete
an exit slip for that specific day and lesson. Students are to write at least
three complete sentences on either what they learned today in social
studies or what they found interesting during the social studies lesson.
Once finished, students are to raise their hand and wait for teacher to come
and check their exit slip before dismissing.

October 30, 2014

All Unit Objectives

Integration of the Arts- Students

October 30, 2014

All Unit Objectives

will have a chance to illustrate their extended

Revised Fall 2013 ACEI/NAEYC 2010 Standards

activity (homework). Students will keep a journal of what the moon looks
like each night for a month. Students will also illustrate a time they have
looked at the sky and seen the moon during the anticipatory set.
Integration of Health- Teacher and students will participate in a brief discussion
about the Oreos that will be used during the lesson. Teacher will ask students if they
believe the Oreos are a Go Food or a Whoa Food. Teacher will students an
opportunity to answer. Teacher will also ask all students if they think Oreos would be
a healthy food to take to on a rocket to the Moon. Each student will have an
opportunity to answer the question and give their reasoning to why or why not Oreos
would be a healthy food to take to the Moon.

October 30, 2014

All Unit Objectives

Integration of Physical Education- Since

October 30, 2014

All Unit Objectives

students will be taking a good bit of


notes and sitting for a period of time, teacher will give students a quick
exercise break during the middle of the lesson. This will include students
stretching their arms and legs for ten seconds, jogging in place for ten
seconds as well, the last ten seconds of the break, students will be able to
walk around and the classroom to wake up from the lesson. This quick
exercise is to get students blood pumping and students energy increased.
Students have a tendency to lose focus of instruction when in the same
spot for too long. This quick break will get students attention span a little
long for teacher to finish the instruction.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

SUBJECT: Social Studies

Instructional Plan for the Unit


Activities/Strategies/Materials/Resources

Timeline

Unit Objective
Number(s)

The anticipatory teacher will present students with four animated pictures
on a PowerPoint slide. The slide will be titled, What if there were no
One by one, pictures of a hamburger, cup with coffee in it, a bag of sugar
and a piece of bacon will appear on the screen. All students will participate
in a classroom discussion about what how they would feel if the world did
not have these particular foods. Students will take turns sharing their
answer to this question. Teacher will then tell students that because of the
Columbian Exchange, we are now able to enjoy these items that they see.

September 15, 2014 (1 Day)

All Unit Objectives

For my direct instruction, students will view a PowerPoint presentation on


The Columbian Exchange with a primary focus on the people of the New
World and the Old World. Teacher will show students various pictures of
how the people of the New World and the Old World dressed, lived and
what the Europeans and Natives believed in. Teacher and students will
look at these various pictures, side by side, and compare and contrast the
Native Americans (who lived in the New World) and the Europeans (who
lived in the Old World). While this activity is going on, students will
complete a Venn Diagram worksheet that has been given to them by the
teacher. Teacher will model how to write and what to write in the Venn
Diagram on a projected copy of the Venn Diagram worksheet. (This will
be projected on the Smart Board). One side of the Venn Diagram will be
labeled: The New World and the other side will be labeled: The Old
World. Teacher and students will first look at the projected picture, think
about the differences and similarities seen in the photographs, then go to
the Venn Diagram worksheet and write/ record all students responses
under the correct section. Teacher will fill in any missing information to
the projected Venn Diagram worksheet for students to transfer onto their
papers. Students are able to complete their worksheet with the help of the
teacher modeling what is to be written down on the Smart board. Teacher
and students will continue this process until all of the pictures have been
viewed and all information have been written down. Teacher will circulate
the classroom to make sure each student is writing down the correction
information.

September 15, 2014 (1 Day)

All Unit Objectives

For the guided practice section of this unit students will complete a Venn
Diagram guided practice activity. This activity will be done with the help
of the teacher. Students will look at several pictures of the people who
lived in the New World and the Old World during the 1400s. Students are
to pay close attention to the way the people of the two worlds (different
continents) dressed, live and what they believed in (religion). Teacher will
tell students to take a few moments to look at the various pictures (pictures
will be side by side) and look for similarities and differences. Once time is
up, teacher will call on students to discuss what they see in the pictures
with the class and the teacher. Teacher will have a projected Venn
Diagram worksheet on the Smart board for students to follow along and
see exactly what they are to be writing down on their own worksheet.
Students will complete this activity until all photographs have been shown
and Venn Diagram is complete. Once activity has been completed,
students will have a moment to reflect on what they have written down.
This will help them better understand the differences and similarities both
the New World and the Old World had. Teacher will have a classroom
discussion about all that was written once students have had a chance to
reflect.
Students will complete an independent practice activity that focuses on the
New World and the Old World. This activity is called the Think About

September 15, 2014 (1 Day)

All Unit Objectives

September 15, 2014 (1 Day)

All Unit Objectives

Revised Fall 2013 ACEI/NAEYC 2010 Standards

It Activity. Students will be presented with a PowerPoint slide that asks


them two questions. These two questions are: 1. How different do you
think life was in the New World before Christopher Columbus discovered
it? Discuss different ways. 2. How different do you think life was in the
Old World before Christopher Columbus took his voyage? Discuss
different ways. Students will be given about 10 minutes to write what they
believe the answer is on the notecard that was given to them. Students are
to make sure they write in complete sentences as well. Once allotted time
is up, teacher will ask each student to go to the front of the classroom and
share their answers with their peers.
Teacher will conclude the lesson by asking students to put away their
Social Studies notebooks and all other notes they may have in the open.
Teacher will go through a quick review with students about what they
have learned that day about the Columbian Exchange. Students are to
answer review questions in their own words. Teacher will ask students
questions such as:
1. What is the Columbian Exchange?
2. What continents were involved in the Columbian Exchange?
3. What does the word exchange mean?
4. Who is the explorer that the Columbian Exchanged is named
after?
5. What are some differences we have seen today between the
Native Americans and the Europeans?
Teacher will fill in any missing information that students may miss during
closure review. Once review has been completed, students will complete
an exit slip for that specific day and lesson. Students are to write at least
three complete sentences on either what they learned today in social
studies or what they found interesting during the social studies lesson.
Once finished, students are to raise their hand and wait for teacher to come
and check their exit slip before dismissing.

September 15, 2014 (1 Day)

All Unit Objectives

Integration of the Arts: Students

will have a chance to illustrate their extended


activity (homework). They are to draw what they have written on the lines
above to give a visual aspect of their writing. They are allowed to be as
creative as possible during this assignment. Students will have the
opportunity to share their writing and illustration with the rest of their
peers the following day.

September 15, 2014 (1 Day)

All Unit Objectives

Integration of Health: Students

have a section in the lesson where they are to


create a T chart with one side being labeled Old World and the other New
World. Students will see variety of foods on the PowerPoint slide one by
one. Students are to use the T chart to predict where the food originated,
either the Old World or the New World. While students are looking at
each food item, teacher will ask students if they believe that item is a
Whoa Food (Food that should be consumed less; high in sugar and fat)
or a Go Food (Healthy items; low in sugar and provides energy).
Students and teacher will do this for each item presented on PowerPoint.

September 15, 2014 (1 Day)

All Unit Objectives

Integration of Physical Education: Since

September 15, 2014 (1 Day)

All Unit Objectives

students will be taking a good bit of


notes and sitting for a period of time, teacher will give students a quick
exercise break during the middle of the lesson. This will include students
stretching their arms and legs for ten seconds, jogging in place for ten
seconds as well, the last ten seconds of the break, students will be able to
walk around and the classroom to wake up from the lesson. This quick
exercise is to get students blood pumping and students energy increased.
Students have a tendency to lose focus of instruction when in the same
spot for too long. This quick break will get students attention span a little
long for teacher to finish the instruction.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

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.
I established a balance grade- level academic standards and expectations and met the needs, abilities and developmental levels of my
students individual needs by differentiating all instruction. This was done by centers and grouping. Those that were progressing
throughout the lesson was given more advanced work. Those who were progressing at an average rate was given guided activity and
work. The students that were struggling or not understanding the unit or content was given one-on-one teacher assistance. I used a
variety of strategies during the unit instruction. The students participated in cooperative learning groups where they were able to work
together and possibly understand the unit from one of their peers. I would lecture students before their guided or independent practice
to ensure understanding. The integration of technology was used a great deal while teaching. This includes PowerPoint, Smart board
activities, Edmodo, Ten Marks, and Success Maker. The students would also participate in classroom discussion. This would help
students see different point of views from their peers. During the unit, I would model what the students need to do and/or provide
examples for students to solve to ensure understanding of unit. The class also participated in a question and answer portion of the
lesson. Students were able to ask any question they needed to help them better understand the material. I designed all my instructional
plans keeping in mind their strengths, weaknesses, learning level, interests and social economic status. Also I provided an equal
learning environment for every student to succeed as well as accommodating all the students needs within the classroom.

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
Available

Key Unit Assessments

made assessment must be


attached to this plan.)

Finding Main Idea-Explicitly and Implicitly Stated

1.

Mastering Multiplication

(Science)

Explorers and Columbian Exchange Assessment

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 were valid and reliable for all my students by first reviewing the commercially available
tests. Before I began instruction, I would look over these tests to make sure that I was going to teach according to the test and not give
my students information that they did not need. I wanted to make sure that my lesson was correlating with the test that would be given.
While I was constructing the teacher-made assessment, I made sure I was teaching to the Common Core Standards and apply rigor to
both the instruction and the given assessment. I used my students prior understanding to help plan my instruction by first giving all
students a pre-assessment before each unit. Once I gathered the data from the pre-assessment, I focused my attention on planning
instruction for the unit. For the students who seem to have great knowledge in the unit, I moved them up to a more advanced pacing
and independent work of the unit. For the students who seem to understand but may still need assistance, I provided teacher assisted
examples and equations to help them progress. Those students I see struggling with the unit, I knew to place them in small group or
work one-on-one with them until they were able to work on guided problems and independent work with the their fellow classmates.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

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)

: Post-Assessment(s)

: Other Assessment(s)

Unit Objective 2: Pre-Assessment(s)

: Post-Assessment(s)

: Other Assessment(s)

Unit Objective 3: Pre-Assessment(s)

: Post-Assessment(s)

: Other Assessment(s)

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Accommodations
Resource students will hear their
instructions orally. Teacher will
orally give an outline of the
lesson. Resource students will be
allowed to take more time on the
assessment and if needed take
their test in a different setting to
ensure completion.
Resource students will hear their
instructions orally. Teacher will
orally give an outline of the
lesson. Resource students will be
allowed to take more time on the
assessment and if needed take
their test in a different setting to
ensure completion.

Evaluation Criteria
ABCDF-

93-100
92-85
84-77
76-70
69 and below

ABCDF-

93-100
92-85
84-77
76-70
69 and below

N/A

N/A

Resource students will hear their


instructions orally. Teacher will
orally give an outline of the
lesson. Resource students will be
allowed to take more time on the
assessment and if needed take
their test in a different setting to
ensure completion.
Resource students will hear their
instructions orally. Teacher will
orally give an outline of the
lesson. Resource students will be
allowed to take more time on the
assessment and if needed take
their test in a different setting to
ensure completion.

ABCDF-

93-100
92-85
84-77
76-70
69 and below

ABCDF-

93-100
92-85
84-77
76-70
69 and below

N/A

N/A

Resource students will hear their


instructions orally. Teacher will
orally give an outline of the
lesson. Resource students will be
allowed to take more time on the
assessment and if needed take
their test in a different setting to
ensure completion.

ABCDF-

93-100
92-85
84-77
76-70
69 and below

Unit Objective 4: Pre-Assessment(s)

: Post-Assessment(s)

: Other Assessment(s)

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Resource students will hear their


instructions orally. Teacher will
orally give an outline of the
lesson. Resource students will be
allowed to take more time on the
assessment and if needed take
their test in a different setting to
ensure completion.

ABCDF-

93-100
92-85
84-77
76-70
69 and below

N/A

N/A

Resource students will hear their


instructions orally. Teacher will
orally give an outline of the
lesson. Resource students will be
allowed to take more time on the
assessment and if needed take
their test in a different setting to
ensure completion.
Resource students will hear their
instructions orally. Teacher will
orally give an outline of the
lesson. Resource students will be
allowed to take more time on the
assessment and if needed take
their test in a different setting to
ensure completion.

ABCDF-

93-100
92-85
84-77
76-70
69 and below

ABCDF-

93-100
92-85
84-77
76-70
69 and below

N/A

N/A

Objective 1 Assessment
Main Idea- Verbal Assessment
This was the verbal assessment that was given to the students to answer during a review game. I have provided the
question and correct answer.
1. What is Main Idea?
a. What the passage is all about.
2. What are the two types of main ideas we have discussed?
a. Explicit and Implicit
3. True or False: Explicit main ideas are not directly stated in the text.
a. False; explicit main ideas are directly stated in the text.
4. True or False: Implicit main ideas are implied.
a. True
5. How can you make an inference?
a. You use what you already know.
6. What are text features?
a. Text features helps the reader make sense of what he or she is reading.
7. Name one type of text feature. (This question was asked a total of four times)
a. Titles, Charts, Graphs, Illustrations, Bold print, Subheadings, Captions
8. This specific text feature defines words contained in text.
a. Glossary
9. This specific print feature identifies topics in the book and the order they are presented in.
a. Table of Contents
10. This specific print feature is an alphabetical list in the back of the book and tells you the page number.
a. Index
11. Name one type of Illustration. (This question was asked three times)
a. Photograph, Drawings, Magnification
12. Fill in the blank: __________ aids help readers find important information.
a. Organizational
13. Fill in the blank: __________ aids represent information in some specific way.
a. Graphic

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Objective 2 Assessment

Name: ________________________________________
Date: _________________________________________
Directions: Complete the following multiplication problems below. Make sure you show your work. Good
Luck!

1. 20
3

5. 200
9

2. 1,937
2

6. 8,447
8

9. 2,790
3

Revised Fall 2013 ACEI/NAEYC 2010 Standards

3. 419
10

7. 9,545
4

4. 17
25

8. 36
58

10. 3,103
2

Part B: Solve the word problems below. Make sure you show your work!
11. Tammy drove 55 miles in one hour. At that rate, how far can she drive in 36 hours?

12. Rob could run 7 miles in one hour. At that rate, how far could Rob run in one day?

13. It takes 4 apples to make 1 pie. How many apples does it take to make 504 pies?

BONUS: At the zoo, I see 35 elephants and 48 tigers. How many legs do I see?

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Objective 3 Assessment
Name: ______________________________________
1. Is the Moon bigger or smaller than the Earth?
Bigger
A.
Smaller
B.
Both the Same
C.
2. When the Earth is between the Moon and the Sun, it is most likely a:
Full Moon
A.
Half Moon
B.
3rd Quarter Moon
C.
3. The Moon gets its light from the _____________________________.
4. About how long does it take the Moon to complete its cycle?
1 year
A.
1 week
B.
1 month
C.
5. Why does the Moon have different phases?
It moves around the Earth
A.
It moves around the Sun
B.
It follows the Sun around the Earth
C.
6. Choose the correct order of the Moon Phases.
New, Full, 1st Quarter, 3rd Quarter
A.
New, 1st Quarter, Full, 3rd Quarter
B.
1st, Quarter, 3rd Quarter, New, Full
C.
7. During the New Moon phase, we can see light shining on the Moon.
True
A.
False
B.
8. When the Moon is between the Earth and the Sun, it is most likely what phase?
New
A.
Full
B.
3rd Quarter
C.
9. During the New Moon phase, the Moon leaves the sky for a while.
True
A.
False
B.
10. Who was Virgil "Gus" Grissom?
An famous basketball player
A.
A scientist who discovered Moon phases
B.
An Astronaut from Mitchell, Indiana
C.
11. People from Earth have journeyed to the Moon and explored its surface.
True
A.

B.

False

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Date: ___________________

Objective 4 Assessment
Name: ________________________________
Date: _________________________________

Part A: Match each explorer with the country they claimed land for. Write your answer on the line below. Some
countries will be used more than once. Good Luck!
___1. Christopher Columbus

A. France

___2. John Cabot

B. Netherlands

___3. Leif Eriksson

C. Spain

___4. Henry Hudson

D. England

___5. Ferdinand Magellan


___6. Robert LaSelle
___7. Hernando De Soto

Part B: Read each question below carefully. Circle the correct letter that responds to the question.
8. In what year did Christopher Columbus take a voyage to the New World?
A. 1454

B. 1562

C. 1492

D. 1600

9. The exchange of goods, ideas, religion and technology was called


A. The Columbian Exchange

B. The American Exchange C. The World Exchange D. The Colony Exchange

10. What continents made up the New World?


A. Europe and South America

B. North American and South America

C. Africa, Europe and Asia

11. Which disease was not exchanged between the Europeans and the Native Americans?
A. Measles

B. Smallpox

C. influenza

12. What group of people had a healthier diet?

Revised Fall 2013 ACEI/NAEYC 2010 Standards

D. Diabetes

A. The Europeans B. The Native Americans

C. Both Native Americans and Europeans

D. Neither

Part C: Imagine you are Christopher Columbus. What goods, resources, and ideas would you be most excited about
to take back with you? On the lines below, you are to write a paragraph (4-6 sentences) answering the question
above. Remember to write in COMPLETE sentences.

_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_________________________________________________________________________________

Revised Fall 2013 ACEI/NAEYC 2010 Standards

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 preassessment(s) and describe the implications of these results on instruction.
Pre-assessment Results for Objective 2

Objective 2 Pre-assessment
Results

Student

Gender of Student

Student 1

90 percent - Passed

Female

Student 2

50 percent- Did not Pass

Female

Student 3

80 percent- Passed

Male

Student 4

90 percent- Passed

Female

Student 5

60 percent- Did not Pass

Male

Student 6

70 percent- Did not Pass

Female

Student 7

80 percent- Passed

Female

Pre-assessment Results for Objective 2

100
90
80
70
60
50
40
30
20
10
0

Series1

Pre-assessment Focus Students Results for Objective 2

Student

Objective 2 Pre-Assessment Results

Gender of Student

Student 3

80 percent- Passed

Male

Student 5

60 percent- Did not Pass

Male

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Pre-assessment Focus Students Results for Objective 2

90
80
70
60
50
Series1

40
30
20
10
0
Student 3

Student 5

This pre-assessment was given for the teacher to see each students prior knowledge in working with multiplication. The preassessment consisted of ten two digits by two digits multiplication problems. Students were asked to show their work as they solved for
the product. Look at the results collected from the assessment, four students out of seven students passed while three of those seven
students did not meet an 80 percent or higher. With this information, I know that Student 1 and Student 4 were able to move to more
advanced and independent work because they had the objective mastered. Student 3 and Student 7 would be able to move to more
advanced and independent classwork after I worked with them. I would provide a few guided practice problems for these students to
see where they do not quite understand the steps needed to solve for the product. Once those students have showed progression with
the guided problems, they will move on to independent work. I will monitor their work while they complete the independent activity and
check for progression throughout the lesson. The students who did not pass their pre-assessment, I will provide small group assistance
as well as one-on-one assistance. We will move at a slower pace making sure to use variety of models, visual examples and guided
practice problems as a way to ensure student understanding. Once progress has been shown, students will slowly move from guided
practice problems to independent practice. Teacher will still continue monitor all students progress throughout the unit.

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. (4) Finally, explain the ways in which you have
assigned student grades (or other indicators of student performance), and what were the overall results? (5) Based on the
overall results, 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 information I found did increase my personal understanding of individual students performance. I found that each student
has their own way of learning and all learning in the classroom should be differentiated based on students needs. Based on this, I was
sure to provide examples, manipulatives and models to provide students with visual examples so that they would have a better sense of
numbers. Small group, one-on-one assistance and various guided practice problems were all included before post assessment was
given. After reviewing the post-assessment, I noticed that all students scores increased except Student 3 and Student 7 who scored at
least two to three points lower than they did on their pre-assessment. Students were to score at least an 80% or higher on their postassessment to be considered a passing grade. Even though the majority of students did not pass their post-assessment, there was a
significant increase in the scores. Students were allowed to take a re-test on the same unit to increase their score.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Post assessment Results for Objective 2

Objective 2 Post Assessment


Results

Student

Gender of Student

Student 1

93 percent - Passed

Female

Student 2

69 percent- Did not Pass

Female

Student 3

77 percent- Did Not Pass

Male

Student 4

93 percent- Passed

Female

Student 5

63 percent- Did not Pass

Male

Student 6

77 percent- Did not Pass

Female

Student 7

78 percent- Passed

Female

Post Assessment Results for Objective 2

100
80
60
40
Series1

20
0

Post-Assessment Subgroup Results for Objective 2

Objective 2 Post Assessment


Results

Student

Gender of Student

Student 3

77 percent- Did Not Pass

Male

Student 5

63 percent- Did not Pass

Male

Post Assessment Subgroup Results for Objective 2

100
80
60

Series1

40

Series2

20
0
Student 3

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Student 5

Post- Assessment Two Individual Students Results for Objective 2

Objective 2 Post Assessment


Results

Student

Gender of Student

Student 3

77 percent- Did Not Pass

Male

Student 7

78 percent- Did not Pass

Female

Post- Assessment Two Individual Students Results for Objective 2

Chart Title
78.2
78
77.8
77.6
77.4
77.2
77
76.8
76.6
76.4
Student 3

Student 7

II. 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.

Student multiplication table. Students were to complete this table in order to work on their multiplication skills.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Student multiplication and division chart for students who mastered multiplication unit at a quicker pace. These students were gradually
introduced to division

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.
I believe that my students did a decent job during this unit. To say that the majority of the students did not understand how to
multiply multi-digit equations at the beginning of the lesson, most of the students improved their score. I do see that there was a lot
of students unsuccessful in not passing the unit assessment, however that told me that I needed to spend more time on this unit
before moving on. Students were allowed to retest after a week of reviewing what they missed with teacher one-on-one
conference, guided practice problems, multiplication facts worksheets and card games, model and manipulatives. I took the higher
of the two tests to input into the grade book. Most students scored an average on three to ten points higher on the retest. Students
needed an 80% or higher to pass the test.
(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?
If I were teach this unit again to students, I would not worry so much about following the pacing guide. I would take into
consideration the pacing of my students. If I see that my students are having trouble with their multiplication skills, instead of rushing an
assessment on them, I would go at a slower pace. Now, I did make sure to differentiate my lesson to meet the needs of my students
throughout the lesson, however I would consider the pace and level that my students are familiar with rather than follow the pacing
guide so much.
(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.
During instruction there were several activities that help all the students improve and get to the mastery level of this unit. Students
played multiple math games that suggested to me by Ms. Gloster. They would have ten to fifteen minutes to complete assignments that
were placed on this web pages and then have the opportunity to access games once they have completed the assignments. The
guided practice activities also worked well during instruction time. This is where I would place a problem on the board and students
would copy the same problem in their composition notebook. The students and I would work together, step by step, in solving for the
product. Another activity that worked well with students was centers. Usually we see centers being incorporated in English Language
Arts class, however I found that the students was becoming less and less engaged in the work because he or she was having to do the
same thing repeatedly. Incorporating centers into the instruction, students could practice their math facts in one center, get on Success
Maker and/or play an education game in other center, fill out an independent worksheet in another center and I could provide small
group/one-on-one help another center. Students seemed to be much more engaged in doing this than direct teaching the entire class
period. One activity I found that was not so successful during one class period was the timed multiplication practice. Students had to
complete a certain number of multiplication problem in under three minutes. Students felt pressured during this time and began to get
frustrated. Immediately stopped this game and switched back over to allowing students to take their time when working out a math
equation.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

EDUC 450
COMPONENT

UNIT WORK SAMPLE SCORING RUBRIC


TARGET (3)

ACCEPTABLE (2)

SCHOOL OF EDUCATION
UNACCEPTABLE/DEVELOPING (1)

DESCRIPTION OF STUDENTS
Description of Students
ACEI 3.1
NAEYC 1a
Contextual Factors
collaborating with
others and sources of
information
ACEI 3.5/NAEYC 5c
Contextual Factors
ACEI 3.5/NAEYC 3b
Contextual Factors
ACEI 5.2/NAEYC 2c

Describes students in-depth according to


ability, disabilities, ethnicity/race,
socioeconomic status, student interests and
other relevant school factors that could
impact student learning; list 5 or more
factors.

Describes students according to some


differences, lists at least 4 factors that could
impact student learning

Does not include at least three (3) types of


descriptions; displays minimal understanding
of addressing a variety of student needs.

Uses substantial information from


descriptions of the students to select
standards to meet students individual
differences and plan instruction and
assessment

Uses adequate information from the


descriptions to select standards to meet
students differences and plan instruction
and assessments

Fails to use the information from the


descriptions to plan instruction and
assessments to meet the needs of students

Data is collected from multiple sources,


including verbal, nonverbal and media, etc.

Uses at least three (3) types of sources to


collect data

Uses only one data source (records) to set


standards and plan assessments

Displays an understanding of the importance


of collaborative relationships with families,
school colleagues and agencies in the
community.

Selected sources show the importance of


collaborative relationships with families,
school colleagues, and agencies in the
community

Shows little or no importance of collaborative


relationships with families, school colleagues,
and agencies in the community

Overall Rating

UNIT PLAN
Objectives
ACEI 3.3/NAEYC 5b
Objectives
ACEI 3.2/NAEYC 5c
Objectives
ACEI 3.2/NAEYC 5c

All objectives are thorough, significant and


challenging, and are clearly stated and
correlated with the SC State standards

Objectives are challenging and are clearly


stated and correlated with the SC State
standards

Objectives are appropriate for the


development, prerequisite knowledge,
experiences, diversity, and other student
needs

Objectives are appropriate for the


development, prerequisite knowledge and
experiences, but are limited in diversity

All objectives contain performance, products,


conditions and criteria components

Objectives are measurable, containing 2-3


components

Objectives are not measurable.

Plans to assess each objective domain


through the assessment plan.

Plans to assess most of the objectives


through the assessment plan.

Does not plan to assess the objectives


through the assessment plan

Objectives are not clearly stated


Objectives do not address the development,
prerequisite knowledge, experiences, and
diversity, or other student needs

Overall Rating
Alignment with
Learning Objectives

Revised Fall 2013 ACEI/NAEYC 2010 Standards

SCORE

and Assessment
ACEI 4.0/NAEYC 3b
Alignment with
Learning Objectives
and Assessment
ACEI 4.0/NAEYC 3b

All assessments are congruent with


standards, content and cognitive complexity.

Assessments are congruent with the


standards, content, but have limited
cognitive complexity.

Assessments are not congruent with the


standards, content, or cognitive complexity.

Instructional Plan
NAEYC 5c

All content is paced and sequenced so that it


is covered in the allotted time

Content is paced that it is covered in the


allotted times, but there are some
sequencing issues

The content is not paced and sequenced so


that is covered in the allotted time

Instructional Plan
NAEYC 5c

All standards thoroughly display knowledge,


skills and dispositions

Standards are inclusive of knowledge, skills


and dispositions

Standards are not inclusive of knowledge,


skills, and dispositions

Instructional Plan
NAEYC 5c

3 or more activities relate to real world


experiences

2 activities relate to real world experiences

Activities do not relate to real world


experiences

Uses and justifies a variety of strategies to


teach students on varying levels, including
activities that require students to think
critically and solve problems.

Uses a variety of strategies to teach students


on varying levels, including activities that
require students to think critically and solve
problems.

Uses less than three (3) strategies; does not


accommodate the varying levels of students
or activities that require students to think
critically and solve problems.

Designs instruction for specific learning


standards using students characteristics and
needs for learning contexts.

Designs most of the instruction using the


standards, but fails to use students
characteristics and needs for learning
contexts

Attempts to design the instruction using the


standards, but the attempt lacks congruency
and fails to use students characteristics and
needs for learning contexts.

Overall Rating

Overall Rating
Selection of Strategies
for Varying Levels
ACEI 3.3/NAEYC 4b;4c
Design for Instruction
ACEI 1.0/NAEYC 5c

ASSESSMENTS
Knowledge of Students
Skills and Prior
Learning
ACEI 3.1
Multiple Assessment
Modes
ACEI 4.0/NAEYC 3b
Multiple Assessment
Modes/NAEYC 3b
ACEI 4.0/NAEYC 3b

Displays specific understanding of students


skills and prior learning that affect
instruction.

Displays general understanding of students


skills and prior learning that affect
instruction.

Displays no understanding of students skills


and prior learning that affect instruction.

All informal assessments are completely


aligned to the objectives

Informal assessments are aligned to


adequate portions of the standards

Does not use informal assessments

All formal assessments are completely


aligned to the objectives

Formal assessments are aligned to adequate


portions of the standards

Does not use formal assessments

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Multiple Assessment
Modes
ACEI 4.0/NAEYC 3b
Multiple Assessment
Modes
ACEI 4.0/NAEYC 3b
Multiple Assessment
Modes
ACEI 4.0/NAEYC 3b

Uses more than one (1) authentic assessment


type

Applies an authentic assessment type

Does not use authentic assessments

Has rubrics for all performance tasks

Uses rubrics for most performance tasks

Does not use performance tasks

Plans substantially for student reflections

Plans adequately for student reflections

Does not plan for student reflections

All assessments are valid

Most assessments are valid

Assessments are not valid

All items or prompts are clearly written and


correct

Items or prompts are clearly written, but


exhibit minimal errors

Items or prompts are not clearly written

All directions and procedures are clearly


written and correct

Directions and procedures are clearly written,


but exhibit minimal errors

Directions and procedures are not clearly


written

Scoring Procedures
Explained(Eval. Crit)
ACEI 4.0/NAEYC 3b

Thoroughly, but succinctly, explains the


scoring procedures for all of the assessments

Adequately explains some of the scoring


procedures for the assessments

Fails to explain the scoring procedures for


any of the assessments.

Analysis of Student
Learning
ACEI 4.0/NAEYC 3b

Uses assessment data using graphs, charts,


tables, etc., to profile student learning and
communicate information about student
progress and achievement.

Provides an appropriate summary of


assessment data to explain student learning
and communicate information about student
progress and achievement.

Makes an inadequate attempt to summarize


or display student learning and communicate
information about student progress and
achievement.

Thorough and accurate interpretation is


provided

An adequate interpretation is provided;


contains few errors in accuracy

Interpretation is not accurate

Meaningful, appropriate, and data supported


conclusions are drawn

Meaningful and appropriate conclusions are


drawn with limited inclusion of data

Conclusions are not meaningful or supported


by data

Provides relevant and detailed hypotheses


for all achieved and unachieved learning
goals.

Provides generalized hypotheses for why


students met or did not meet the learning
goals

Does not provide hypotheses as to why the


students did not meet the learning goals

Uses ongoing analysis of student learning to


make instructional decisions.

Uses intermittent analysis of student learning


to make instructional decisions.

Provides no evidence of using an analysis of


student learning to make instructional

Overall Rating
Validity of Assessments
ACEI 4.0/NAEYC 3b
Validity of Assessments
ACEI 4.0/NAEYC 3b
Validity of Assessments
ACEI 4.0/NAEYC 3b
Overall Rating

Interpretation of Data
and Student Learning
ACEI 4.0/NAEYC 3b
Interpretation of Data
and Student Learning
ACEI 4.0/NAEYC 3b
Interpretation of Data
and Student Learning
ACEI 4.0/NAEYC 3b
Overall Rating
Instructional Decisionmaking

Revised Fall 2013 ACEI/NAEYC 2010 Standards

ACEI 4.0/NAEYC 3c
Effective Instruction
and Assessment
ACEI 4.0/NAEYC 3c
Effective Instruction
and Assessment
ACEI 4.0/NAEYC 3c

decisions.
Identifies successful and unsuccessful
activities and assessments

Identifies unsuccessful and successful


activities , but not assessments or vice versa

Does not identify successful or unsuccessful


activities or assessments

Provides plausible reasons (based on theory


or research) for both the success and lack
thereof

Provides plausible reasons to support why


activities and assessments were either
successful or not successful

Does not provide reasons to support the


success or nonsuccess of activities or
assessments

Includes substantial evidence of the impact


on student learning in terms of the number of
students who achieved and made progress
toward the unit objectives

Includes adequate evidence of the impact on


student learning in terms of numbers of
students who achieved and made progress
toward the unit objectives

Includes incomplete or no evidence of the


impact on student learning in terms of
numbers of students who achieved and made
progress toward unit objectives

Is easy to follow and contains minimal errors


in conventions or grammar usage.

Is easy to follow and contains numerous


errors in conventions or grammar usage.

Reflects adequately on his or her instruction


and student learning in order to improve
teaching practice.

Reflects, but does not adequately support


ways to improve teaching practice.

Overall Rating
Impact on Student
Learning
ACEI 4.0/NAEYC 3b

Clarity and Accuracy of Is easy to follow and contains no errors in


Presentation/NAEYC 6b conventions or grammar usage.
Reflection/Self
Evaluation
ACEI 5.1/NAEYC 4d

Reflects comprehensively on his or her


instruction and student learning in order to
improve teaching practice.

TOTAL

Unacceptable/Developing (1)
Candidate demonstrates a limited amount of the
attributes of the standard. Performance indicates that
few competencies have been demonstrated.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Acceptable/Meets (2)
Candidate demonstrates most of the attributes of the
standard. Performance indicates that the competency
has been demonstrated including examples, extension,
or enrichment.

POINTS

Target/Exceeds (3)
Candidate demonstrates all of the attributes of the
standard. Performance clearly indicates that the
competency has been mastered, including examples,
extension, and enrichment.