Final and Complete Teacher Work Sample

Symbols:
Teacher Work Sample

Elaine Segner
First Grade
Social Studies
March 4th, 2015- April 9th, 2015
American Symbols: Teacher Work Sample
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Table of Contents:
Standard I: Contextual Factors
Standard II: Unit Plan
Standard III: Lesson Plans and Reflections

Lesson 1: School Symbols
12
Lesson 2: Neighborhood Symbols
17
Lesson 3: State Symbols
22
Lesson 4: The American Flag
27
Lesson 5: The Statue of Liberty
32
Lesson 6: The Bald Eagle
37
Standard IV: Analysis of Student Learning
42
Standard V: Reflection and Self-Evaluation
55
Appendix A: References
Appendix B: Pre- and Post-Assessments on Three Students
Appendix C: Lesson Assessments for Three Students
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Classroom Information
Mrs. Cs First Grade Classroom
Contextual Factors
Mrs. Cs classroom is located at an elementary school in St. George, Utah. Her classroom
is a first grade class composed of twenty four children. There are twelve females and twelve
males as indicated by figure 1.1. Eleven of the students in the classroom are six years of age, and
thirteen of the children are seven years of age as indicated by Figure 1.2.
Gender
50%
50%
Age
Females
Males
Figure 1.1
46%
54%
Six
Seven
Figure 1.2
Out of the twenty four students, eight of them would be considered high-level learners,
eleven of them are on-level, and five are currently below-grade level in overall content including
math and reading. Each of the five students that are below-grade level are receiving services
based on their needs. Whole group interventions also occur every three weeks for all students in
their specific areas of need.
The students were recently tested in the middle of the year on their basic literacy skills
with the DIBELs test. Seventeen out of twenty four students were on core. Four students were
strategic and three students were marked as intensive (Figure 1.3). The strategic and intensive
students are provided Leveled Literacy Instruction, Success Maker, and intervention groups and
are progress monitored every two weeks in order to note growth or improvement. By the end of
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the first grade year students should be reading on a guided reading level of I. Currently ten
students are reading above an I and fourteen students are currently under the benchmark.
Students DIBELs Scores

20
15
10
5
0
Core
Strategic
Intensive
Students DIBELs Scores
Figure 1.3
The classroom is comprised of two English language learners (ELLs). One of those
students is a female and is currently at WIDA level two, and one student is a male who is
currently at WIDA level three. The chart below indicates what a student at WIDA level two and
three can do as defined by the WIDA Consortium (2012).
Both ELLs perform well in the classroom environment. The male ELL student is high in
reading and is on grade level in every other subject. The female ELL is low in reading and is
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currently receiving Fountas and Pinnell Leveled Literacy Instruction and an intervention group
focusing specifically on phonemic awareness and phonics instruction. She is below in writing but
on grade level for every other subject. Languages that are present in the students home
environments are English, Spanish, and Filipino. No students with an Individualized Education
Plan (IEP) are present in Mrs. Cs classroom. Although no students with an IEP are identified,
one child gets pulled out with an intensive interventions group specifically dealing with reading
as well as speech services. No gifted students are present in the classroom, but four children have
been identified as high-level learners especially in reading. The four children are currently
reading well above grade level. The classroom is mostly Caucasian. Out of twenty four students
twenty students are Caucasian, two students are African American, one child is Asian, and one
child is Hispanic (Figure 1.4).
Ethnicities
25
20
15
10
5
0
Caucasian
African American
Asian
Hispanic
Figure 1.4
Two students have been identified for certain behavior problems. One child has difficulty
paying attention. He has a short attention span and does not complete the majority of his work.
He also has a hard time staying on his spot on the rug and crawls around the classroom. He can
be defiant. This child is on grade level but could have more growth if he stayed on task. Another
behavior child is very outspoken. He has a difficult time remembering to raise his hand on the
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rug and shouts out. He is also very aggressive and has a difficult time remembering to keep his
hands and feet to himself. This child is a high level learner and performs well on academic tasks
in the classroom. Both behavior children are friends and they feed off of each other. Both
students have behavior plans that have been developed in collaboration with myself as well as
the classroom teacher. Behavior plans have been in place currently for one month.
The elementary school is not a Title One school. The elementary school socioeconomic
status is middle class families. The classroom has a very positive friendly atmosphere. The
students have good relationships with all of the students in the classroom as well as the teachers.
The students have a voice in the classroom and are given opportunities to share their ideas and
interests in the classroom.
The classroom is set up in a group setting. There are about six children at a group of
tables. The classroom has a reading table and also has a sink and a large counter top. The
classroom is mostly carpet, but it does have a small stretch of tile. The classroom also has a large
rug area with a white board right next to it. Most of the large group learning activities occur on
this rug. The classroom has an extensive library area that is the perfect size for a small group.
The classroom has a door that leads directly outside of the classroom into the playground. The
classroom has a limited amount of technology. The only available technology in the classroom
are computers, a projector, a c-d player, and an e-beam. The classroom is safe and has a lot of
pictures, childrens work, and objects on the walls and ceiling.
Throughout this teacher work sample the following subgroups will be used for
differentiation and accommodation within the unit as well as to compare data to assess learning.
The subgroups are English language learners (ELL), High-level learners (HL), Behavior (B), and
Below-level learners (BLL). Accommodations and modifications will be made throughout the
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unit to provide the students with the resources and the materials that they need in order to have
success. The ELLs in the classroom will need visuals, hands-on materials, and other resources to
help aid learning and increase engagement in the lesson. In order for the high level learners to
receive the support that they need, a variety of questions will be given to the students to increase
higher-order thinking and extend learning for higher level thinking. I will focus on using
engagement strategies during whole group instruction to help behavior learners stay on task and
participate in the lesson. Scaffolding instruction will help aid the below-level learners. I will
provide below-level students with visuals, teacher support, and hands-on manipulatives to
provide them with the resources they need to be successful.
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Standard II: Unit
DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION

UNIT PLAN
Teacher Candidate Elaine Segner
Grade Level 1st_____ Content Area:_Social Studies: Symbols___________
Step 1 DESIRED RESULTS
A. Contextual Factors
Contextual Factors:
Total students: 24 students
12 Boys & 12 Girls
2 ELL Students
Ivan- WIDA Level 3
Scarlett- WIDA level 2
No current students on an IEP

Special Considerations:
Kenna: vision problems (Sees
Doubles)
Behavior: Alex- Speaks Out
Landis: Listening, limited attention,
and completing work
Korbin: Speech
High Level Readers:

Mason
Ryker
Kalei
Jaren
Low Level Readers:
Kenna
Joslyn
Korbin
B. Utah State Core or Common Core Curriculum Standard

1 Grade Utah Social Studies Core
Standard 2: (Citizenship): Students will recognize their roles and responsibilities in the school
and in the neighborhood.
Objective 3: Name school, neighborhood, Utah state, and national symbols, landmarks, and
documents.
a. Identify school symbols and landmarks (i.e., mascot, songs, events).
b. Identify neighborhood and community symbols and landmarks (i.e., firehouse, city hall,
churches, other landmarks, city festivals).
c. Identify Utah state symbols, documents, and landmarks.
d. Identify national symbols, documents, and landmarks (e.g., Declaration of Independence,
U.S. Constitution, Liberty Bell, Washington Monument).
st
C. Enduring Understanding/Big Idea

Citizens recognize symbols that represent the school, neighborhood, state, and nation.
D. Essential Questions/Guiding Questions
What are symbols?
What do symbols represent?
Why are symbols important?
What is a school symbol?
What is a neighborhood symbol?
What is a Utah symbol?
What are national symbols?
E. Concepts
Students will know what symbols are.
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Students will know what their school symbols are.

Students will know what neighborhood symbols are.
Students will know why we have different types of symbols.
Students will know Utah state symbols.
Students will know the Statue of Liberty, Bald Eagle, and the American flag as national symbols.
F. Skills
Students will be able to draw school symbols.
Students will be able to describe how school symbols can affect them.
Students will be able to draw and write about a neighborhood symbol.
Students will be able to identify and Utah State Symbols.
Students will be able to read to discover information on the Statue of Liberty and Bald Eagle.
Students will be able to identify the Statue of Liberty, American Flag, and Bald Eagle as national
symbols.
Students will write about national symbols.
Students will be able to identify what a symbol is.
Step 2 ASSESSMENT EVIDENCE
1. Pre-Assessments
Students will be given a pre-assessment where the students will identify national and Utah
symbols.
Students will also have to circle national symbols with a red crayon, circle the state symbols and
landmarks with a blue crayon, and circle the community and school symbols with a white
crayon.
2. Formative Assessments/Evidence
Formative assessments will include student discussions and questioning, student drawings,
student writing and sentences, pair-share, thumbs up or down, matching, sorting, acting,
gesturing and observations.
Students will also complete an assessment at the end of each lesson. Students will be graded
using a rubric.
3. Summative Assessments/Evidence
Each lesson will have a summative lesson. The assessments will align with the objective being
taught.
Lesson 1: Students will write a letter to Bob the bobcat explaining to Bob what it means to be a
bobcat. They must use two reasons and write it in a letter format.
Lesson 2: Students will match eight street signs to their names. Students will be able to write
one reason why we have neighborhood symbols.
Lesson 3: Students will glue five state symbols onto the map of Utah and will write one sentence
explaining one reason why we have State symbols. Lesson 4: Students will create the American
flag and will write facts about the flag.
Lesson 4: Students will discuss with their partners about what a national symbol is and
something that they learned about it. Students will write three facts about the American flag.
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Lesson 5: Students will act out with their partners how people feel when they see the Statue of
Liberty. Students will write on a piece of paper what the Statue of Liberty means as well as what
Liberty means.
Lesson 6: Students will make a bald eagle. They are going to write what the bald eagle means,
one place they can find it, and one interesting fact about it.
Summative assessment will also be given at the end of the unit. This is the standard benchmark
that will be given to all of the first grade classes. It is similar to the pre-assessment.
Step 3 Lesson Objectives with Instructional Strategies
Lesson 1: I will discuss what a symbol is and why we have them, and will identify the bobcat as
a school symbol.
- Pre-assessment
- Video Production on Symbols (Part 1)
- School Symbols introduction
- What does it mean to be a bobcat (video)
- Write a letter to Bob the bobcat explaining what it means to be a bobcat.
- Invite Bob into the classroom.
Lesson 2: I will discuss what a neighborhood symbol is, why we use them, and will identify
neighborhood symbols.
- Show stop sign from another country and ask what it means. Discussion
- Video Production (Part 2)
- Memory game to learn neighborhood symbols.
- Neighborhood matching
Lesson 3: I will discuss what a state symbol is, why we use them, and will identify state
symbols.
- Read the Book A is for Arches
- Video Production (Part 3)
- Partner-talk about books with a puzzle activity
- Student sort
- Students will identify state symbols and glue them on a map of Utah.
Lesson 4: I will discuss what a national symbol is and will identify the American flag as a
national symbol.
- Brain pop video on U.S. symbols
- Read book about American Flag
- Create a flag with class and ask questions
- Write three facts about the American flag on it
Lesson 5: I will identify the Statue of Liberty as a national symbol and will describe what it
means.
- Read a book about the Statue of Liberty
- Take a virtual tour of the Statue of Liberty
https://www.youtube.com/watch?v=42yO2FUWL6A
- Scholastic news on statue of liberty
- Act out what the symbol means to people who come to America
- Write about the Statue of Liberty.
- Make a Crown.
Lesson 6: I will identify the bald eagle as a national symbol and will describe what it means.
- Video on Bald Eagle

-
Chart information
Scholastic news on the Bald Eagle.
Live nest cam on bald Eagle.
http://sportsmansparadiseonline.com/Decorah_Bald_Eagle_Nest.html
Students will create a bald eagle.
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Standard III: Lesson Plans

ELEMENTARY 4th SEMESTER LESSON PLAN TEMPLATE
(1/25/13)
Teacher Candidate Elaine Segner__ Grade Level 1st_ Title: Symbols: School Lesson 1 of TWS
CONTEXTUAL FACTORS (classroom factors)
Contextual Factors:
12 Boys & 12 Girls
2 ELL Students
Ivan- WIDA Level 3

Doubles)
and completing work
Korbin: Speech
High Level Readers:

Mason
Ryker
Kalei
Jaren
Low Level Readers:
Kenna
Joslyn
Korbin
Classroom environment: The classroom is set up in a group setting. There are about six children at
a group of tables. The classroom has a reading table and also has a sink and a large counter top. The
classroom is mostly carpet but it does have a small stretch of tile. The classroom also has a large rug
area with a white board right next to it. That is the only place in the room to really do large group work.
The classroom has an extensive library area that is the perfect size for a small group. The classroom has
a door that leads directly outside of the classroom into the playground. The classroom has a limited
amount of technology. The only available technology in the classroom is computers, a projector, a c-d
player, and an e-beam. The classroom is safe, and has a lot of pictures, childrens work, and objects on
the walls and ceiling.
WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be
able to do?)
1st Grade Utah Social Studies Core
Standard 2: (Citizenship): Students will recognize their roles and responsibilities in the school and in
the neighborhood.
documents.
a. Identify school symbols and landmarks (i.e., mascot, songs, events).
Content Walk-Away: I will discuss what a symbol is and why we have them, and will identify the bobcat as a
school symbol.
Language Walk-Away: I will discuss what a symbol is and why we have them, and will identify the bobcat as a
school symbol.
Vocabulary: Symbol
SIOP 1, 2, 3
ASSESSMENT EVIDENCE (What evidence do I need to show the students have

learned the Walk-Away?)
Formative Evidence (checking for understanding throughout the lesson): Student
discussions will be used throughout the lesson to help check for understanding.
Modifications/Accomodations (ELL, IEP, GATE, etc.)

School song will be posted on
board again to help give low level
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Engagement strategies, observation, and questioning will also be used throughout the
lesson to check for understanding.
Content Walk-Away Evidence (Summative): Students will write a letter to Bob the
bobcat explaining to Bob what it means to be a bobcat. They must use two reasons and
write it in a letter format.
Language Walk-Away Evidence (Summative): Students will write a letter to Bob the
bobcat explaining to Bob what it means to be a bobcat. They must use two reasons and
write it in a letter format.
Approx.
Time
3 min
students and struggling students

ideas. Provided Landis with a
reason to make his work look
good and to be completed.
Coloring page provided for early
finishers. Voice level reminder to
help students keep an
appropriate voice so all students
can work and be successful.
ACTIVE LEARNING PLAN

Activate/Building Background Knowledge
Class, I am going to do a few actions and I want you to tell me what they mean. Do the
following signs.
-Shh
-Cup ear
-Clapping
Have the class raise their hand and tell you what they mean. Good class. All of you were
able to tell me what the actions meant without someone telling you. Now lets look at a few
pictures and I want you to tell me what they mean. Show the following.
Stop sign
Addition symbol
Mcdonalds sign
Good class. Everyone here was able to look at the picture and know what the picture stands
for or what it means. This is a symbol. Today we are going to learn more about symbols and
what they mean. Read objective with class. SIOP 7, 8, 25.
Formative assessment:
Learning Goal
Understand that symbols
are around us every day and
they mean different things.
Success Criteria
Students will be able to tell
me what each of the signs
and symbols mean.
Assessment Strategy
Students will participate in
engagement strategies. (Get
it in your head. Throw it)
5 min
Modification/accommodations: (ELL, IEP, GATE, etc.): Visuals are provided for English
language and low level learners. Engagement strategies used for behavior students to
stay on task.
Focus Lesson (I do it)
Boys and girls, today we are going to talk about symbols. A symbol (Show vocab card)
is a thing that stands for something else. Just like this stop sign. This stop sign is a symbol
because it stands as a warning to tell people to stop. SIOP 9, 10 We are going to watch a
short video on symbols so that we can learn more about them and what it means. Start
history production. Only play first section. SIOP 4
Turn to your partner and share with them something that you learned about symbols.
SIOP 16, 17 Have some students share out. We learned that there are different types of
symbols. Today we are going to learn about school symbols. SIOP 8 School symbols are
symbols that we have at school that help us feel learn and feel like we belong and helps us
feel like we are on the same team.
13 min
Formative Assessment:
Learning Goal
The students will know
what a symbol is.
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Success Criteria
Students will share with
their partners what a
symbol is.
Assessment Strategy
Students will partner talk
and teacher will listen.
Modification/accommodations: Vocabulary card present for English language learners.

Video serves as a supplementary material to help aid low level learners as well as English
language learners. Partner talk to help behavior students stay on task.
Guided Instruction (We do it)
Earlier I showed you a picture of a plus sign. Is this a symbol? What does it stand for? SIOP
15 An addition sign and a subtraction sign are school symbols because we use them every
day. Boys and girls, I have a question for you. We are the Bloomington Hills what? Bobcats.
Did you know that a bobcat is one of our school symbols? SIOP 7, 8, 9 Remember how I
told you that a symbol is something that stands for something else. Being a bobcat doesnt
mean that we are actual bobcats. At Bloomington Hills being a bobcat means a lot more
than that.
Our school song talks about a lot of different things that a bobcat does. Play school song for
students. Have words posted on board. Have the children sing along. SIOP 4, 25 Boys and
girls lets underline some things in our song about what a bobcat does and what it means to
be a bobcat. All of these reasons are important ways that we can be a bobcat.
I also went around to some different people that you know and I asked them what it means
to them to be a bobcat. As we are watching the video I need your voice level to be a 0. I need
it to be quiet so that we can hear what the teachers are saying. If you see a teacher that you
know. You can do a silent cheer. Show me what a silent cheer looks like. Play video. SIOP
4, 23
5 min
Turn to a partner and talk to them about what you have learned it means to be a bobcat.
Learning Goal
Success Criteria
Assessment Strategy
Students will be able to
Students will underline
Students will underline
identify what it means to be words in the school song
parts of the song. Teacher
a bobcat and that a bobcat
and partner talk and
observation and listening in
is a school symbol.
discuss what it means.
to discussions.
Modification/accommodations:
Higher order questioning to help benefit high level learners. Multiple learning strategies
such as music, reading, visuals to help all students learn in their best way. SIOP 12
Supplementary materials brought in to help make content more comprehensible for lower
level learners. Varied activities to keep engagement for our behavior students.
Collaborative/Cooperative (You do it together)
Boys and girls, last night I stayed after school and guess who came into our classroom? Bob
the bobcat came into our classroom and do you know what he told me. He told me that he
was really sad because he doesnt know that any of the boys and girls at Bloomington Hills
knows what it means to be a bobcat. He was telling me all of these great things that a bobcat
does and he told me that he wished that some boys and girls would be able to tell him that.
Boys and girls, I thought it would be a great idea if we could write Bob some letters to tell
him that we know what it means to be a bobcat. SIOP 6, 21
14 min
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Before we start I want to go over what you are going to do. Each of you will get a piece of
paper. On one side is a letter and on the other side is a coloring page of a bobcat. We are
going to work on the letter first. What does first in a letter? Oh you are right Dear Bob. Then
We are going to write I think a bobcat means and you are going to complete what you
think it means. You need to give me two examples of what you think being a bobcat means.
Then we are going to close it with Love, and your name. I want you to turn to your partner
and hold up two fingers. I want you to tell each other what you are going to write in your
letter. Watch as Mrs. Corpaci and I show you what this looks like. Demonstrate. SIOP 11,
14, 21, 22, 24
I will give you one minute to think in your head what you want to say and when I say share I
want you and your partner to talk to each other about what you are going to write. SIOP
16, 18, 26
5 min
Learning Goal
Students will know that a
bobcat means more than
just being an animal. It is a
symbol.
Success Criteria
Students will explain two
reasons about what it
means to be a bobcat.
Assessment Strategy
Partner talk and listening.
Modification/accommodations: Clear directions and modeling for ELLs. Think time to

help aid low level learners as well as ELL students.
Independent (You do it alone)
I heard a lot of great things about what a bobcat is. SIOP 29 I want you to quietly go to
your desk and work. What kind of voice should we have while we are working? Show me on
your hands. That is right. It needs to be quiet in the classroom so that we all can think and
write. Boys and girls, I need you to use your best handwriting and I want you to make these
look really nice because we have a special visitor coming and they are going to look at your
letters. We want to show our visitor our best work. After you finish you may color the
picture on the back of the page quietly. SIOP 5, 6, 11, 20, 21, 22 As they write let the
students use strategies to help them spell words and write. SIOP 13
Summative Assessment:
Students will write a letter to Bob the bobcat explaining to Bob what it means to be a
bobcat. They must use two reasons and write it in a letter format.
SIOP 30
School song will be posted on board again to help give low level students and struggling
students ideas. Provided Landis with a reason to make his work look good and to be
completed. Coloring page provided for early finishers. Voice level reminder to help students
keep an appropriate voice so all students can work and be successful.
Closure/Review of walk-aways, vocabulary, and essential questions
(Note: Closure includes student interactions, reflection, and/or demonstrations.)
Boys and girls I want you to grab your letter and come and sit on the rug quietly. Our
special visitor is here but I need you to stay sitting on your pockets so our visitor doesnt get
scared. Bob the bobcat came to visit us. Who can tell bob what we a symbol is? Who can tell
Bob what a school symbol is? What does it mean to be a bobcat? Boys and girls lets hand
our letters to Bob and thank him for coming into our classroom. SIOP 27, 28
SIOP Indicators (Add SIOP number and description within the lesson plan)
Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary materials,
5-Adaptation of content, 6-Meaningful activities
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Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary

Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques
Strategies: 13-Provide Ample opportunities for strategies, 14-scaffolding techniques, 15-variety of Questions
Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19-Opportunity for
L1 students
Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22-Language
skills: reading, writing, listening, speaking
Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students engaged, 26Pacing
Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment
TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate
time needed for this lesson?
45 min
-Picture Cards (McDonalds, addition, stop)
-Vocab Card
-Objectives posted
-Letter paper and coloring page.
-2 Videos
REFLECTION AFTER LESSON

How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning?
How can I transfer what I learned from teaching this lesson to future teaching? What was effective
and not effective? What goals can I set to improve my practice and student learning?
Overall I feel that this lesson went very well. It was very engaging for the students and it
allowed them to make a concept that is so abstract concrete and helped them make a connection.
Overall the students performed well on their assessment. They were to write a letter to Bob the
Bobcat. I feel that having them write a letter was a good idea because it allowed them to feel like they
were writing for a purpose. It allowed them to be engaged and to feel that they had a purpose.
The one thing that I really appreciate about the way that I set up my unit is that I brought it from
things that they know and interact with every day and expanded it to concepts that were more
abstract. I found that they were better able to grasp the concept of a symbol when they first related it
to themselves and things that they already know. As I continue to learn I need to remember how
important it is to build a good solid background so that they can make those connections and can
apply their learning.
Some things that I found that were effective was incorporating a variety of resources to support
their learning. I provided the students with a variety of sources that they could use to be successful. In
this lesson they had videos, the school song, lots of visuals, and multiple teachers thoughts and ideas
to help them learn. I went around and interviewed a lot of people that the students knew in the school
and had them discuss what it means to be a bobcat. The students responded really well to this and the
multitude of resources that I used.
I think if I were to teach this lesson again I would want to try to make sure that I incorporate
more school symbols into my lesson. I focused mainly on the bobcat and I could have mentioned other
school symbols like the colors or the school moto. I also struggled making the video of the teachers.
When I recorded the teachers I did not record them the right way and so when I went to edit the video
together it did not work and would not flip the right way. This made it difficult. I definitely would
want to make sure that the videos work and that I record them the right way so that I can make a
better video.
Goals that I would set is to incorporate more school symbols. I feel that I could have added more
symbols such as a plus sign or the school colors to really help the students understand that there are
more than one symbol associated with a certain object. I think that this will help them in further
lessons when we start adding more symbols.
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(1/25/13)
Teacher Candidate Elaine Segner__ Grade Level 1st_ Title: Symbols: Community Lesson 2 of
TWS
Contextual Factors:
12 Boys & 12 Girls
2 ELL Students
Ivan- WIDA Level 3

Doubles)
and completing work
Korbin: Speech
High Level Readers:

Mason
Ryker
Kalei
Jaren
Low Level Readers:
Kenna
Joslyn
Korbin
able to do?)
the neighborhood.
documents.
b. Identify neighborhood and community symbols and landmarks (i.e., firehouse, city hall,
churches, other landmarks, city festivals).
Content Walk-Away: I will discuss what a neighborhood symbol is, why we use them, and will identify
Language Walk-Away: I will discuss what a neighborhood symbol is, why we use them, and will identify
Vocabulary: Symbol, Neighborhood/Community symbols, Handicap, Recycle
SIOP 1, 2, 3
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Formative Evidence (checking for understanding throughout the lesson): Matching

game, partner talk, questioning, discussing will be used to help students learn.
I will help the low-level

readers read the words.
Clear directions for Ell
students.
Optional activity provided for
early finishers.
Content Walk-Away Evidence (Summative): Students will match eight street signs to
their names. Students will be able to write one reason why we have neighborhood
symbols.
Language Walk-Away Evidence (Summative): Students will match eight street signs to
their names. Students will be able to write one reason why we have neighborhood
symbols.
Approx.
Time
5 min

Remember how we learned that there are different types of symbols. Last lesson we learned
that we have school symbols like a plus sign or a subtraction sign. These tell us to add and
subtract. Who remembers what our other school symbol was? A bobcat you are right. Today
we are going to learn about another type of symbol today and they are called neighborhood
symbols. SIOP 7, 8
Class, I have a few pictures of some different symbols that I need your help figuring out
today. Show a picture of a stop sign in France, Korea, China, and Italian. SIOP 4, 6, 13
Class, I need you to be detectives today. All of these symbols mean the same thing. I am
going to give you one minute, Turn to your partner and talk to your partner about what you
think that these signs mean. SIOP 16, 17 Wait Time. SIOP 18 Who can raise their hand
and tell me what this sign means? Class, why did you think that this means to stop? You are
right. SIOP 29 This is a stop sign it tells people to stop each of these is from a different
country. Show on globe SIOP 4, 5 Explain that people all over the world use neighborhood or
community symbols.
Learning Goal
5 min
Success Criteria
me what the stop sign
means and recognize that
they are used around the
world.
Assessment Strategy
Students will talk with their
partners and share out.
language and low level learners. Engagement strategies used for behavior students to
stay on task. Higher level questioning for High level learners. Partner talk to help ELLs
and low level learners process information.
We are going to watch a short video on neighborhood symbols so that we can learn more
about them and what it means. Start history production. Only play second section. SIOP 4,
5
I am going to give you one minute, Turn to your partner and share with them something
that you learned about neighborhood symbols. SIOP 16, 17, 26 Have some students share
out. Today we are going to learn some neighborhood symbols and what they mean. We have
neighborhood symbols to keep us safe, and to help us not get lost. They also help us know
Segner 19
what to do without anyone having to tell us what to do. SIOP 9 Imagine in your head what
it would be like if we did not have a stop sign? Who can think of what might happen if we
didnt have street signs? SIOP 15 That is right. Things might get busy and people might get
hurt. Neighborhood symbols can keep us safe.
10min
Learning Goal
The students will know what
a neighborhood symbol is
and why we have them.
Success Criteria
share reasons of why it is
necessary to have a stop
sign.
Assessment Strategy
Students will answer
questions.
Modification/accommodations: Higher order questioning for High level learners. Video

serves as a supplementary video and adaption of content for diverse learners. Partner
talk to support vocabulary development for ELLS. Remind Alex to raise his hand if he
shouts out.
Today on the board we are going to play a game to help us learn some of these
neighborhood symbols. We are going to play a matching game. SIOP 6, 21, 22 I am
looking for boys and girls ready on the rug to help me learn some neighborhood symbols.
Once we find a match we are going to talk about what each of the signs mean. Call on
students to come up and find a match. When they find a match define what the sign means,
ask students if they have seen it and where they saw it. Have the students tell their partner
what it means. SIOP 16, 17, 25
10min
Signs for matching:

Stop: Tells people driving to stop
Street Lights: Green means go, red means stop, yellow means slow down.
Bike: This warns us to watch for people on bikes. It might show people that
School Zone: Can tell us that a school is near and to slow down and watch for children.
Recycle: If we see this sign we know that we put paper, plastic, or other recyclable goods
in.
Poison: This sign tells us to stay away or to not touch or eat because it can make us sick.
Street sign: This helps us know where we are going and it helps us not get lost.
Handicap sign: This tells us that there is a person who has a condition or sickness that
prevents them or makes it so they cannot do things as well.
SIOP 9
Learning Goal
identify neighborhood
symbols and what they
mean
10min
Success Criteria
Students will tell there
partner what the symbols
mean.
Assessment Strategy
Students will partner talk.
Matching game serves as an engagement strategy to support behavior children. Vocabulary
development for English language learners. Partner talk to help low level students and Ell
students. Visuals provided for ELL students.
We learned about a lot of different symbols that we see in our neighborhoods. Boys and
girls are there more than these? SIOP 15 Yes there are a lot of signs and symbols in our
community and when we understand what they mean we can stay safe and we can know
where we are and we wont get lost. I want to see if you can remember what they mean. I
5min
Segner 20
want everyone to get into a group of 3. In your group you are going to get a neighborhood
symbol and I want you in your group to talk about what they sign means and then you will
tell the whole group what it means. SIOP 16, 17, 10, 11, 12, 20
Learning Goal
know the symbols name,
and what it means, and
why we have it.
Success Criteria
Students will share with
class what the symbols
name, what it means, and
why we have it.
Assessment Strategy
Students will work in
groups to come up with an
answer, then the students
will share to the whole class.
Modification/accommodations: Clear directions and modeling for ELLs. Think time to

help aid low level learners as well as ELL students. Students will take turns on the
matching game to allow all students including ELLS and low level learners to participate.
Boys and girls, now it is your turn. You are going to go back to your desk and you are going
to get these two papers. Your job is to match them. So on this paper you are going to cut
them out and then you are going to glue them where they go. SIOP 14, 23, 24 If you need
help reading the words raise your hand and I will come help you. Also on the back of your
paper you need to write one sentence telling me why we need neighborhood symbols. Once
you are done you can work on the matching game again or color the pictures.
SIOP 30
Modification/accommodations: I will help the low-level readers read the words. Clear
directions for Ell students. Optional activity provided for early finishers.
What type of symbols did we learn about today? What do they help us do? Why do we need
them? Who can tell me one symbol we learned about today and what it means? Boys and
girls we are going to continue to learn more symbols throughout the week. SIOP 27, 28
L1 students
TEACHING NOTES
45 min
-Stop signs in different languages
Segner 21
-Symbols video
-Matching game
-Worksheet

Overall I feel that this lesson went well. I feel that the students were engaged and because these
were symbols that they see every day many of the students were able to successfully name what they
were. In the lesson I provided the students with meaningful activities that allowed them to practice
and apply the material and the concepts that they were learning. One of the main activities was a
matching game. This was engaging to the students because once they found a match we discussed
and talked about the symbol so it broke the teacher talk up a bit so they were not overwhelmed. For
their assessment they had to match eight neighborhood symbols with their names. Overall the
students did well on this assessment. They tended to mix up street lights and street names. This is
probably because they did not read all the way to the end.
One thing that I learned is that students needed to be engaged in an activity to learn it. The
students were engaged when they had opportunities to find the symbols. I also like how I broke up the
teacher talk so that the students did not become overwhelmed. One thing I have learned in first grade
is that it is really important that the students are moving around and that they are not doing one
thing for too long. By having this activity the students were able to have that break that they needed.
The matching game was very effective because it allowed the students to be engaged. I also like
how the students had opportunities to partner talk throughout the lesson. This was very effective
because it allowed them to tell someone what it means in their own way. The history production was
also very effective in the lesson. It allowed them to have a visual and to have one more way for them
to receive the information that they needed.
One thing that I dont necessarily feel was ineffective, but could use improvement was the group
talk. I put them into groups and in their group they were supposed to talk about what that symbol
means. I feel that for the most part the students were off task and really didnt know what to do. I do
not know whether this is more of a management problem or if the directions were not clear enough
for them to understand what was being asked of them.
A goal that I want to set is to make sure that I give clear enough directions that they understand
what is being expected of them. I feel that the students needed to receive a clear example of what that
should look like. Another thing that I want to make sure happens is that the students have something
to do when one of the students is picking a match. I feel that this would help me increase engagement
time too if the students were discussing and talking to a partner throughout the lesson or if there was
constant review throughout.
Segner 22

(1/25/13)
Teacher Candidate Elaine Segner__ Grade Level 1st_ Title: Symbols: State Lesson 3 Unit TWS
Contextual Factors:
12 Boys & 12 Girls
2 ELL Students
Ivan- WIDA Level 3

Doubles)
and completing work
Korbin: Speech
High Level Readers:

Mason
Ryker
Kalei
Jaren
Low Level Readers:
Kenna
Joslyn
Korbin
able to do?)
the neighborhood.
documents.
c. Identify Utah state symbols, documents, and landmarks
Content Walk-Away: I will discuss what a Utah State symbol is, why we use them, and will identify state
symbols.
Language Walk-Away: I will discuss what a Utah State symbol is, why we use them, and will identify state
symbols.
Vocabulary: Proud, State Symbol: Beehive Emblem, Sego Lily, Arches, Seagull
SIOP 1, 2, 3

Formative Evidence (checking for understanding throughout the lesson):

Clear directions for ELLs.
Sentence starter for Low level
learners.
Segner 23
Content Walk-Away Evidence (Summative): Students will glue five state symbols onto
the map of Utah and will write one sentence explaining one reason why we have State
symbols.
Language Walk-Away Evidence (Summative): Students will glue five state symbols
onto the map of Utah and will write one sentence explaining one reason why we have
State symbols.
Approx.
Time
3min
Optional tasks provided for

early finishers.
I will let the low level learners
and ELL students know that
they need to glue five things onto
Utah to help them have a
number to look for.

Remember how we learned that there are different types of symbols. So far we have learned
about two different kinds of symbols. Who remembers which two we have talked about?
Today we are going to play a game to make sure that we remember these symbols. Its called
beat the teacher. If you can tell me what type of symbol it is and what its name is then you
get to keep it. If you cant I get a point. Show pictures and review past learning. SIOP 7, 8
Today we are going to learn about State Symbols. What state do we live in boys and girls?
Utah is right. SIOP 29 Today we are going to learn more about our state and the symbols
that it has. Read objective.
Learning Goal
5min
Success Criteria
me what the symbols are
and where we use them.
Assessment Strategy
a game where they have to
beat the teacher. Students
will use an engagement
strategy to answer
questions.
language and low level learners. Engagement strategies as well as game are used for
behavior students to stay on task. Review game to help low-level learners review and
have repetition.
Today we are learning about state symbols. Just like school symbols are symbols that you
can only find at your school, Utah state symbols are only found in Utah. SIOP 7, 8 Each
state has their own set of symbols that they use. Lets watch a quick video to learn more
about some state symbols. SIOP 4,5
For one minute, Turn to your partner and share with them something that you learned
about state symbols. SIOP 16, 17, 18, 26 Have some students share out. Today we are
going to learn some Utah state symbols and what they mean. We have state symbols to help
bring us together and to help us be proud of our state. Talk with your partner about what
you think it means to be proud of something? SIOP 9When we are proud of something we
feel good about it. We are happy about the things that people did in order for us to live in
such a beautiful place.
15min
Learning Goal
what a state symbol is and
why we have them.
Success Criteria
share reasons of why we
have state symbols.
Assessment Strategy
while teacher observes and
listens.
Segner 24
Modification/accommodations: Video serves as a supplementary material to help aid low

level learners as well as English language learners. Partner talk to help behavior students
stay on task. Higher level questioning for High level learners. Vocabulary focus to help
ELL students.
I brought a book for us today that we are going to read. It is called A is for Arches. This book
is a Utah Alphabet book so it is going to teach us different things about Utah. SIOP 4 On
my board I have puzzle pieces with a bunch of symbols. As I read this book we are going to
come across these symbols. SIOP 6, 20, 21Your job is when you see them to put your
hands on your head. Then we will talk about each one. After we are done talking about each
one we will put the puzzle together to find out what our mystery picture is.
5min
Read book and stop at each symbol and tell them the name, have them repeat, tell some
interesting facts about them from book.
State Flower: Sego Lily
State Flag
State Emblem: Beehive Emblem
State Bird: Seagull
State Landmark: Arches
SIOP 9
When the students finish learning about each one they can add the puzzle piece to figure
out the picture.
Lets watch another quick video to help us review the symbols we have learned. SIOP 4
Learning Goal
identify state symbols and
what they mean
Success Criteria
Students will name the
symbol and be able to name
one fact about it.
Assessment Strategy
and add pieces to a puzzle.
Puzzle present as an engagement strategy for behavior students to stay on task and listen.
Multiple exposures to vocabulary and content through videos, books, visuals, and cognitive
activities for low-level learners as well and ELLs. SIOP 12, 13 Touching head engagement
strategy to make sure behavior students are listening and to engage learners.
10min
5min

We learned about a lot of different state symbols. Boys and girls are there more than these?
Yes there are a lot of signs and symbols that our state has but today we only had time to talk
about a few. Today you are going to go back to your tables and you are going to have a
sorting game. Your table will get a bag with a bunch of symbols in it. Your job is to sort
them into state symbols and not state symbols. SIOP 16,20,21,22, 25 You and your group
need to work together. Each person needs to have a turn. Ask the students which are the
state symbols and which ones are not. Ask the students, Why did you put these ones as
state symbols? Why do we have state symbols? SIOP 22, 15, 24
(Explain You do it alone activity here too and then let students get to work.)
Learning Goal
Students will be able to sort
what a state symbol is from
others and will be able to
Success Criteria
Students will sort pictures
into state symbols and
other. Students will be able
to answer the question,
Assessment Strategy
groups, will sort pictures
and answer question.

understand why they
belong there.
Segner 25
Why did you put these
ones as state symbols?
Modification/accommodations: Clear directions and modeling for ELLs. Higher level

questioning for High level learners. Students are grouped at tables as High, on, and low
(heterogeneously) to support low level and ELL students.
to get these two papers. Your job is to find the state symbols and glue them on to Utah. So
on this paper you are going to cut them out and then you are going to glue them on. Also on
the back of your paper you need to write one sentence telling me why we have state
symbols. SIOP 10,11, 14, 23 Lets turn and talk to our partners real quick to remind each
other some things we talked about, about why we have state symbols. If you finish early you
can either play the sorting game again or you can color your pictures. Alright let us get
started.
Sentence starter: We have state symbols because...
SIOP 30
Modification/accommodations: Clear directions for ELLs. Sentence starter for Low level
learners. Optional tasks provided for early finishers. I will let the low level learners and
ELL students know that they need to glue five things onto Utah to help them have a
number to look for.
them? Who can tell me one symbol we learned about today and what it means? Boys and
L1 students
TEACHING NOTES
45 min
-pictures for review game
-videos
-puzzle pieces/symbols
-book: A is for Arches
-Sorting pictures
Segner 26
-Worksheets

This lesson as well as the National symbols I feel could have had more time and depth. I felt that
the lesson went well but based on my assessments, the students seemed to have some difficulty with
these symbols as well as the national symbols. Most students did not recognize the arches, the seagull,
as well as the Utah flag. I can use this data to help plan a better lesson for the students.
I felt that the lesson had a lot of resources that I used to help the students understand and that
they could be successful. I provided the students with a video, a book, as well as a meaningful activity
where the students helped me put together a puzzle with the Utah symbols, as we learned about them.
I did the puzzle activity because the last lesson went really well having the students doing something
to help them learn the symbols instead of just having them sit down and listen to me tell them all of
the symbols and what they mean. I feel that maybe the students just needed some more interaction
with these objects. I feel that the students could have been more successful this way. I also feel that I
should have shown them more examples of what a seagull looks like as well as the sego lily. I feel that
if I were to ask the students what the Utah bird is they would be able to tell me but the pictures that
were presented in the assessment were different then the book that I read.
This helps me see that I could have spent more time on this lesson or dividied into two parts. I also
learned that the students need to be given lots of examples or information in different ways. I feel that
the more exposure that they have to a symbol can only increase their chances of being successful in
their assessment.
I feel that the story was a very effective tool because it allowed the students to listen and get a
glimpse at all of the Utah symbols instead of just one like the school lesson. Stories are also very
engaging for the students in my classroom. Even my behavior students will sit down and listen to a
story. I also found that the video on Utah symbols was effective because the students were able to see
all of the symbols again. I wish that I played this video after we read the story though so that as the
students watched the video they could have said the names of the symbols.
I feel that the group sort was ineffective due to the size of the group. I had four students to eight
symbols so one child mainly did the majority of the work. I feel that if the group sizes were smaller the
students would have been able to be more effective.
A goal that I want to set is to make sure that I really try to emphasize that the students when they
work in groups, need to take turns and make sure that everyone is helping. I feel that clearly defining
the tasks that each child is to do will help the students be successful. It will also help my low level
learners and ELLs to have an opportunity to use the vocabulary and to use oral language to help
them learn the content.
Segner 27

(1/25/13)
Teacher Candidate Elaine Segner__ Grade Level 1st_ Title: Symbols: 4 US Symbols: Flag
Contextual Factors:
12 Boys & 12 Girls
2 ELL Students
Ivan- WIDA Level 3

Doubles)
and completing work
Korbin: Speech
High Level Readers:

Mason
Ryker
Kalei
Jaren
Low Level Readers:
Kenna
Joslyn
Korbin
able to do?)
the neighborhood.
documents.
U.S. Constitution, Liberty Bell, Washington Monument).
Content Walk-Away: I will discuss what a national symbol is and will identify the American flag as a
national symbol.
Language Walk-Away: I will discuss what a national symbol is and will identify the American flag as a
national symbol.
Vocabulary: National Symbol, Bravery, Purity, and Justice, Proud
SIOP 1, 2, 3

Formative Evidence (checking for understanding throughout the lesson): Throughout
the lesson I will use questioning, and student discussions. I will listen into their
discussions to understand what the students know. The making the flag activity will

Brainstorming done before
students complete assessment to
help low-level students come up
Segner 28
provide me with insight on what they know about the flag and what I can focus on or
reteach.
Content Walk-Away Evidence (Summative): Students will discuss with their partners
about what a national symbol is and something that they learned about it. Students
will write three facts about the American flag.
with ideas. Ideas will still be

posted on the board for students
to reference. Clear directions
and modeling for English
Language learners. Pay special
attention to Landis and help him
stay on task.
Language Walk-Away Evidence (Summative): Students will discuss with their

partners about what a national symbol is and something that they learned about it.
Students will write three facts about the American flag.
Approx.
Time
5 min

Remember how we learned that there are different types of symbols. So far we have learned
about three different kinds of symbols. Who remembers which three we have talked about?
Today we are going to play the same game to make sure that we remember these symbols.
Its called beat the teacher. If you can tell me what type of symbol it is and what its name is
then you get to keep it. If you cant I get a point. Show pictures and review past learning.
SIOP 8
Today we are going to learn about National Symbols. What country do we live in boys and
girls? United States of America is right. Today we are going to learn more about our
Country and the symbols that it has. Read objective. SIOP 7
Learning Goal
12min
Success Criteria
me what the symbols are
and where we use them.
Assessment Strategy
a game where they have to
beat the teacher. Students
will use an engagement
strategy to answer
questions.
language and low level learners. Engagement strategies as well as game are used for
behavior students to stay on task. Review game to help low-level learners review and
have repetition.
Today we are learning about National symbols. Just like Utah symbols are symbols that you
can only find at your school, National symbols are only found in the United States of
America. SIOP 8 Each country has their own set of symbols that they use. Lets watch a
quick video to learn more about some National symbols.
Play Brain Pop Jr. National Symbols video. SIOP 4
Turn to your partner and share with them something that you learned about National
symbols. SIOP 16, 17, 18 Have some students share out. SIOP 29 Today we are going to
learn about one national symbol and what it means. We have National symbols to help
bring us together and to help us be proud of our country. Who remembers what it means to
be proud of something. We are proud of our country. SIOP 9 Our country has done a lot of
things to help it be the way it is today. Because of many brave people the United states is the
land of the free and is a country that works together and wants to let people have a chance
at being happy. Today we are going to learn about the American Flag.
Segner 29
The American flag is a national symbol because it is something that our country uses and it
represents something else. Where have you seen American Flags? SIOP 7,9 Today I
brought a book for us to read. It is called the American flag. Read book. SIOP 4, 22 Talk
about how the American flag has changed over time and how it is changed. Show the
timeline on Elmo. SIOP 4, 5, 6 Talk about how today it has 50 stars, and 13 stripes. Ask
the students this question, if the United States got another state would our flag change?
How would it change? SIOP 13
12 min
Learning Goal
what a National symbol is
and why we have them.
Success Criteria
share reasons of why we
have National symbols.
Assessment Strategy
while teacher observes and
listens.
Modification/accommodations: Video serves as a supplementary material to help aid low

level learners as well as English language learners. Partner talk to help behavior students
stay on task. Higher level questioning for High level learners. Visuals and timeline
provided for English language learners. SIOP 5 Vocab development for English language
learner. Students will have to use strategies and critical thinking to answer last question.
Video, book, timeline, and activity provide a variety of techniques. SIOP 12
5 min

Today I need your help making the American flag. We are going to be flag makers and we
are going to put our flag together. SIOP 6, 20, 21 What colors should we make the
American flag? Red, white, and blue. Did you know boys and girls that these colors stand
for something? Red stands for bravery. Turn to your partner and tell them what it means to
be brave. Have some students share out. White stands for purity. Turn to your partner and
talk to them about what it means to be pure. Share out. Blue means justice. What does
justice mean? Partner talk, share out. SIOP 9 Alright so I have a red rectangle here what
should I do first, put the stars on or the blue rectangle? Where should we put the blue
rectangle?
Continue making the flag and having the students come up and help you. Ask the students
the following questions.
-How many stars should we put? Why 50?
-How many stripes? Why 13?
-What country uses this flag?
-Boys and girls, why do you think it is important that we have a flag?
SIOP 14, 15, 23, 25
Learning Goal
answer questions about the
flag to help us build a flag.
10min
Success Criteria
Students will name facts
about the United States
flags.
Assessment Strategy
Students will answer
questions.
Flag making present as an engagement strategy for behavior students to stay on task and
listen. Variety of questions to promote high level learners and to extend thinking. Think
time provided for English language learners. Partner talk to help make content
comprehensible for English language learner.
We learned a lot of facts about the US Flag. Today you are going to get your own US. Flag
and you will have to write some facts on it. I want to make sure that you have some ideas of
things that you can write. You and your group are going to get together and talk about some
Segner 30
facts that you could write about. I am going to give you two minutes. SIOP 25, 26When
your group has come up with an idea of something you could write place your hands on
your head to show me you are ready to share. Share out ideas. SIOP 14, 22, 24
3 min
Learning Goal
understand important facts
about the United States
flag.
Success Criteria
Students will talk about
some facts from the US
Flag with their group.
Assessment Strategy
groups, will talk about the
United States Flag.
Modification/accommodations: Grouping configurations to support learning and

discussion. Students will be grouped heterogeneously. Students will share out to provide
low level learners with more ideas about what to write about.
to get this paper. It is an American flag. Your job is to write three facts about the United
States flag on it. SIOP 21, 22, 23, 24, 25 See how there are these lines, I want you to write
on these lines as best as you can. Use your best handwriting. Then you can color it. Do you
think I will want to color really hard or use markers? No because if we do then we wont be
able to see what you wrote. SIOP 10, 11 I am going to leave these facts that you thought of
up on the board if you need help but try to think of some other facts that you could write.
SIOP14, 30
Modification/accommodations: Brainstorming done before students complete assessment
to help low-level students come up with ideas. Ideas will still be posted on the board for
students to reference. Clear directions and modeling for English Language learners. Pay
special attention to Landis and help him stay on task.
them? Who can tell me the symbol we learned about today and what it means? Boys and
L1 students
TEACHING NOTES
Segner 31
47 min
-Review pictures for game
-brainpop jr video
-All materials to make flag, (Red paper, blue square, stars, and stripes.
-Flag worksheet
-Book
-Notecards

This was the start of teaching national symbols so I felt that it was a good first lesson. I think that
the students were engaged in helping me make the flag and they were able to tell me facts and
information long after the lesson. Based off of their assessment they were able to identify the American
flag as a symbol and were able to tell me some of the facts about the American flag.
One thing that I wish I had was more time. I wish that I could have taught another lesson to just
briefly overview the symbols of the United States. I think this could have really helped the students on
their post assessment because most of the students on the post assessment were unable to decipher the
difference between a state and a national symbol. I feel that an extra day could have been beneficial to
the students in the classroom. I also feel that it would have been beneficial for the students to have seen
it on a map. I also presented a video at the beginning of the lesson that talked briefly about all of the
national symbols. I feel that by having another lesson I could have focused more on the American flag
and national symbols separately.
One thing that I could transfer to future teaching is to make sure that the abstract concepts that the
students are to learn are made concrete. I can do this through a lot of visuals and activities that help
make the information more attainable. I think it is also important to really think about some
misconceptions that the students could have before the lesson. I feel that I would not really have known
that these would be misconceptions until after I gave the pre-assessment. I think that more review
throughout the assessment would have helped me have a greater understanding of what they had
learned and what they had questions about.
One thing that I feel was effective in the lesson was having the book that I could read to the students
as well as providing the students with multiple activities to help them understand what they were
learning. I also thought that it was effective when the students had opportunities to write and work
together to help them come up with ideas about what they wanted to write. I have found that in first
grade it is really helpful to have the students discuss and talk about the things that they have learned.
This helps them take ownership for what they have learned and helps them be successful. I also like
how I asked some higher level thinking to help the high level learners in the classroom.
I feel what could have been more effective is having the students moving around more. I feel that the
students were on the rug for the majority of the lesson and that it would have been better to have the
students moving around more.
Segner 32

(1/25/13)
Teacher Candidate Elaine Segner__ Grade Level 1st_ Title: Symbols: 5 US Symbols: Statue Of
Liberty
Contextual Factors:
12 Boys & 12 Girls
2 ELL Students
Ivan- WIDA Level 3

Doubles)
and completing work
Korbin: Speech
High Level Readers:

Mason
Ryker
Kalei
Jaren
Low Level Readers:
Kenna
Joslyn
Korbin
WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to do?)
Standard 2: (Citizenship): Students will recognize their roles and responsibilities in the school and in the neighborhood.
Objective 3: Name school, neighborhood, Utah state, and national symbols, landmarks, and documents.
d. Identify national symbols, documents, and landmarks (e.g., Declaration of Independence, U.S. Constitution,
Liberty Bell, Washington Monument).).
Content Walk-Away: I will identify the Statue of Liberty as a national symbol and will describe what it means.
Language Walk-Away: I will identify the Statue of Liberty as a national symbol and will describe what it means.
Vocabulary: National Symbol, Statue of Liberty, Liberty, Statue
SIOP 1, 2, 3

Student gestures and actions, questioning, observation, and reading to find answers
will all be used to help assess whether the students understand what they learned.
Content Walk-Away Evidence (Summative): Students will act out with their partners
how people feel when they see the Statue of Liberty. Students will write on a piece of
paper what the Statue of Liberty means as well as what Liberty means.
Language Walk-Away Evidence (Summative): Students will act out with their partners
how people feel when they see the Statue of Liberty. Students will write on a piece of
paper what the Statue of Liberty means as well as what Liberty means.
Approx.
Time
3 min

learners. Optional tasks
provided for early finishers.
Gestures and actions will be
used to help prompt students to
think about what they are
writing. Craft serves as an
incentive for Landis to get his
work done.

In our last lesson we talked about a type of symbol that belongs to our whole country. What
is it called when we have a symbol that stands for our whole country? SIOP 7, 8 Get it in
your head. When I count to three I want you to whisper throw it to me. SIOP 25, 26 You
are right, a national symbol is a symbol that our whole country shares. SIOP 29 These
symbols help us feel proud of our country and help us all feel like we belong. Turn to your
partner and talk to them about the symbol that we talked about last time and some things
that you learned. Here is a hint, it is in our classroom today. SIOP 16, 17 Wait time. SIOP
18 Who can raise their hand and share with the class what national symbol we talked about
in our last lesson? That is right we learned about the Flag of the United States of America.
We learned that the flag is used around the states and when people see it they show respect
and they know that it means that we stand together and we are brave. SIOP 7, 8 Today we
are going to learn more about another national symbol that we have in our country. We are
going to learn about the Statue of Liberty. Have any of you seen the Statue of Liberty before
or know what it looks like? Today we all are going to know what the Statue of Liberty means
and what it looks like.
Learning Goal
Understand that we have
national symbols in our
whole country and that the
flag and the Statue of
Liberty are symbols.
5min
Segner 33
Success Criteria
me what type of symbols
we have been learning as
well as identify the flag as a
symbol and some things
that they have learned.
Assessment Strategy
a partner discussions as
well as answering
questions.
Modification/accommodations: (ELL, IEP, GATE, etc.): Engagement strategy used for

whole class participation as well as to help keep Landis and Alex engaged in the lesson.
Connecting to prior learning to aide low level learners and ELL students. Students
provided with an opportunity to make connections to the Statue of Liberty and
experiences they have had with it. Partner talk to help English Language learners as well
as Low level learners to make content comprehensible.
Today I brought a book on the Statue of Liberty. SIOP 4, 22 We are going to read this book
today to learn more about the Statue of Liberty. Before we read I want us to make sure that
we all know what a statue is. Everyone stand up. Show me what a dog statue would look
like? Show me what a happy statue looks like? Show me what a small statue will look like.
Boys and girls you showed me some good statues. Do statues move? Do they stay in one
Segner 34
place? Why do we have statues? Now that we know more about statues I think we are ready
to learn about a very specific statue, The Statue of Liberty. SIOP 9
Read until book defines liberty. Boys and girls what does it mean to have liberty? It means
to be free. Our country is a place where people are free. How are people free in America?
This statue helps remind people that the United States is free. Continue Reading. SIOP 9,
15
12min
Learning Goal
what a statue is and what
liberty means.
Success Criteria
demonstrate with actions
what it means to be a statue.
Students will answer the
questions above about what
it means to be free.
Assessment Strategy
Students will act it out and
students will answer
questions.
Modification/accommodations: Discussion about the book, to help support vocabulary

comprehension for ELL students. Actions present in section to help Landis and Alex stay
on task. Varied questions to help high level learners and low level learners push their
thinking. Book is used as a supplementary material to help the children learn.
Boys and girls today, we are going to get to meet the Statue of Liberty today. I need a helper
today that can be the statue of liberty. SIOP 4, 5, 6, 20, 21, 22, 23, 25 Boys and girls I
have this article and it is going to teach us about parts of the Statue of Liberty. Read the
article and then add the clothes to the child until completely finished. Talk about each part.
SIOP 22
Boys and girls just like the story said, the Statue of Liberty was a sign of hope for many
people. When people see the statue then they know that they have made it to a place that is
free. Show me how you think people felt to see the Statue of Liberty. SIOP 5, 15 This is the
first thing that many people saw when they arrived in America. People were happy and they
were excited that they can have their chance to make a good life for themselves.
10min
We are going to watch this video that is going to take us on a tour of the statue. Look for the
parts we have talked about. Play video. https://www.youtube.com/watch?v=42yO2FUWL6A
Learning Goal
Students will identify parts
of the statue of liberty and
will be able to express how
people felt seeing the
statue.
13min
Success Criteria
Students will name the
parts of the statue, and will
express on their face how
people feel to see it.
Assessment Strategy
Students will read to find
out what the statue of
liberty has. Students will act
out how people feel.
Modification/accommodations: Article and video present as a supplementary material

and to make content more comprehensible. Dressing up child as Statue of Liberty to keep
students engaged. Visual of student dressing up will help provided multiple exposures to
the content. Actions and gestures help ELL students become engaged and helps support
content and language objectives. SIOP 13 Ells students can use multiple techniques and
strategies to learn the vocabulary. SIOP 12
Today we learned a lot about the national symbol the Statue of Liberty. Today you are going
to get with a group and you are going to act out what the people who came to America
Segner 35
looked like and how they felt. SIOP 16 We are just going to mime though with no words.
Think in your head about what you would feel like. SIOP 18 Have the students come up in
groups and get in the boat Have them act out what people feel. SIOP 6, 25
2min
Learning Goal
know that the Statue of
Liberty was the first thing
that many people saw when
coming to America and
they were happy.
Success Criteria
express how the people felt
when they saw the Statue of
Liberty.
Assessment Strategy
Students will act out what
people felt like when they
saw the Statue of Liberty.
Modification/accommodations: Student will be grouped to support learning. Students

(Low level learners) will have some think time before they act it out so they can think
about how they would feel. Ell students will be able to make connections to the content
that they are learning.
When you get back to your desk you are going to have two jobs today. The first job is that
you are going to get a piece of paper and I want you to write about what the statue of liberty
means. What does the word Liberty mean and how does the Statue of Liberty make people
feel. Then once you are done you can grab a paper plate and materials to make a crown.
Demonstrate and model. SIOP 14, 10, 11, 24
SIOP 30
learners. Optional tasks provided for early finishers. Gestures and actions will be used to
help prompt students to think about what they are writing. Craft serves as an incentive
for Landis to get his work done.
Who can tell me the symbol we learned about today and what it means? How did people feel
when they saw it? Boys and girls we are going to continue to learn more symbols
throughout the week. SIOP 27, 28
L1 students
TEACHING NOTES
Segner 36
45 min
-Statue of Liberty book
-Scholastic news
-Virtual tour video
-Costume
-Pretend boat
-Worksheets
-Crown materials

Out of all of the lessons I taught I feel like this one was probably the most difficult because the
students were a bit wiggly on the rug and they were not as focused in comparison to the other lessons.
The assessment data reflects this because many of the students received lower scores in comparison to
the other students on their assessment.
One of the reasons I feel that this happened was because the students were on the rug for a long
time. I feel that I needed to provide the students with opportunities to move around more. I had the
students have opportunities to act out how they would feel but the students were having a difficult
time sitting on the rug so I wasnt able to put as much time into that part as I would have wanted to. I
need to remember to make sure that I provide the students with movement activities so that they can
be engaged in the lesson and so they can refocus. I also need to vary the activities that they were
doing so that they would continue to be engaged.
I feel that the activity I had them do was engaging. I had the students dress up Lady Liberty so
they had an opportunity to meet the Statue of Liberty. Because of this I feel that this was effective. The
students were able to remember all of the parts that make the Statue of Liberty what it is. The
students were also able to recount pertinent details about the Statue of Liberty to their partners. I
also feel that the virtual tour of the Statue of Liberty was effective because it gave them a strong
visual and allowed them to be successful. I think that providing them with a variety of resources and
tools helped them receive the same information from a variety of resources. I learned that it is
important to help the students receive information in multiple ways to help them receive it in the
learning style that is best for them.
I feel that it was very difficult to explain to the children what their liberties are. I think that as first
graders it is hard to understand the concept that we live in a free country and that many people came
to America so that they could be free. The students continued that being free meant that they didnt
have to pay for anything. I feel that the book helped them understand the concept a bit more but they
still did not perfectly understand the concept of experiencing hardship and needing to go someplace
else.
A goal that I can improve on is continuing to come up with ways to get them moving on the rug.
Even if the instruction is given in another part of the room, that movement can help the students
attention span.
Segner 37

(1/25/13)
Teacher Candidate Elaine Segner__ Grade Level 1st_ Title: Symbols: 6 US Symbols: Bald Eagle
Contextual Factors:
12 Boys & 12 Girls
2 ELL Students
Ivan- WIDA Level 3

Doubles)
and completing work
Korbin: Speech
High Level Readers:

Mason
Ryker
Kalei
Jaren
Low Level Readers:
Kenna
Joslyn
Korbin
able to do?)
the neighborhood.
documents.
U.S. Constitution, Liberty Bell, Washington Monument).).
Content Walk-Away: I will identify the bald eagle as a national symbol and will describe what it means.
Language Walk-Away: I will identify the bald eagle as a national symbol and will describe what it means.
Vocabulary: National Symbol, Bald Eagle, majestic, strong, freedom
SIOP 1, 2, 3

Student gestures and actions, questioning, observation, and reading to find answers
will all be used to help assess whether the students understand what they learned.

learners. Optional tasks
provided for early finishers.
Segner 38
Content Walk-Away Evidence (Summative): Students will make a bald eagle. They are
going to write what the bald eagle means, one place they can find it, and one
interesting fact about it.
Language Walk-Away Evidence (Summative): Students will make a bald eagle. They
are going to write what the bald eagle means, one place they can find it, and one
interesting fact about it.
Approx.
Time
3 min

In our last lesson we talked about a type of symbol that belongs to our whole country. What
is it called when we have a symbol that stands for our whole country? SIOP 7, 8 Get it in
your head. When I count to three I want you to whisper throw it to me. SIOP 25, 26 You
are right, a national symbol is a symbol that our whole country shares. SIOP 29 These
symbols help us feel proud of our country and help us all feel like we belong. Turn to your
partner and talk to them about the symbol that we talked about last time and some things
that you learned. SIOP 16, 17. Today we are going to be learning about another national
symbol. Today we are going to learn about the national bird. Does anyone know what the
national bird is? We are going to be talking today about the Bald Eagle.
Learning Goal
Understand that we have
national symbols in our
whole country and that they
help us feel like we belong.
5min
Craft serves as an incentive for

Landis to get his work done.
Three things the students will be
assessed on will be written on
the board so the students can
make sure they complete their
work. Wait until they are
working on assembling the craft
and they have finished their
writing before starting the
video.
Success Criteria
me what type of symbols
we have been learning as
well as identify the statue
of liberty as a symbol and
some things that they have
learned.
Assessment Strategy
a partner discussions as well
as answering questions.
Modification/accommodations: (ELL, IEP, GATE, etc.): Engagement strategy used for

whole class participation as well as to help keep Landis and Alex engaged in the lesson.
Connecting to prior learning to aide low level learners and ELL students. Partner talk to
help English Language learners as well as Low level learners to make content
comprehensible.
Today I wanted to start off by watching video so we can learn more about the bald eagle.
SIOP 4 SIOP 9 Watch video. For one minute, Turn to your partner and talk to them about
something that you learned today when you watched the video. SIOP 16, 17, 18, 26 The
bald eagle is a national symbol. It can only be found in the United States. Many people see
the bald eagle and they think of freedom. Remember our last lesson we learned about what
it means to have liberty, or to be free. How does a bird symbolize being free. SIOP 15 For
me a bird is free because it can go wherever it wants to. It can fly and no one tells it what to
do. Everyone stand up. Lets pretend to be bald eagles. Show me what a free bald eagle looks
like. When I say class all set, I need you to stop immediately and show me you are ready.
Many other people like the bald eagle because the bird is strong and majestic. Majestic
means that something is very beautiful. Show me what a strong bird would look like. Show
me what a majestic bird would look like. SIOP 9, 12, 21, 22

12min
Learning Goal
what a bald eagle is and will
understand why it means.
Segner 39
Success Criteria
demonstrate with actions
what it means to be a bald
eagle through the
vocabulary words.
Assessment Strategy
Students will act it out.
Modification/accommodations: Discussion about the video to help support vocabulary

comprehension for ELL students. Actions present in section to help Landis and Alex stay
on task. Varied questions to help high level learners and low level learners push their
thinking. Students must apply strategies to help them come to the understanding of how a
bird is free. SIOP 13
I brought another scholastic news today for us to read and look at so we can add more
information to our chart. If you find something that you want to add to our chart, raise your
hand. SIOP 21, 22, 5 Read chart and fill out.
Learning Goal
Students will identify facts
about the bald eagle.
10min
Success Criteria
name facts about the bird
that we can add to our
chart.
Assessment Strategy
Students will read to find
out about the bald eagle.
Modification/accommodations: Article and video present as a supplementary material

and to make content more comprehensible. Dressing up child as Statue of Liberty to keep
students engaged. Visual of student dressing up will help provided multiple exposures to
the content. Actions and gestures help ELL students become engaged and helps support
content and language objectives. SIOP 13 Ells students can use multiple techniques and
strategies to learn the vocabulary. SIOP 12
Today we learned a lot about the national symbol the Statue of Liberty. Today you are going
to get with a group I brought some items and pictures for you to explore. You are going to go
back to your table and identify what each of the things are. SIOP 4, 6, 16, 20, 21, 22, 23,
24, 25Then I want you to see if you can find the bald eagle. Once you are done I want you
and your group to talk about why they might have the bald eagle on it and what it means.
13min
After the students are done have them all come together and ask them what they came up
with and why they think a bald eagle is on those items. Explain that many times symbols
serve as reminders to people of how hard our country has worked and how far we have
come. SIOP 9
Learning Goal
investigate materials with a
bald eagle on it and will
understand that people put
bald eagles on things to
remind us.
Success Criteria
find the bald eagle on the
items and will discuss what
bald eagles mean.
Assessment Strategy
Students will investigate
objects and discuss in a
group.
Segner 40
Modification/accommodations: Student will be grouped to support learning. Students

(Low level learners) will have some think time before they act it out so they can think
about how they would feel. Ell students will be able to make connections to the content that
they are learning.
Today you get to make a bald eagle. You are going to grab these papers and a paper bag and
you are going to put your bald eagle together. Before you get to assemble it the first thing
you need to do is you need to write. You are going to tell write what the bald eagle means,
one place you can find it, and one interesting fact about it. Then you can glue your bald
eagle together. Demonstrate and model. If you finish early you can read the scholastic news
or you can read a book about a symbol. While you work today I am going to put on a video
that is going to show a live bald Eagles nest. You can watch the bird but we need to get our
work done too. http://sportsmansparadiseonline.com/Decorah_Bald_Eagle_Nest.html SIOP 14,
10, 11, 22, 24
SIOP 30
learners. Optional tasks provided for early finishers. Craft serves as an incentive for
Landis to get his work done. Three things the students will be assessed on will be written
on the board so the students can make sure they complete their work. Wait until they are
working on assembling the craft and they have finished their writing before starting the
video.
Who can tell me the symbol we learned about today and what it means? How did people feel
when they saw it? Boys and girls we are going to continue to learn more symbols throughout
the week. SIOP 27, 28
L1 students
TEACHING NOTES
45 min
-bald eagle videos
-Scholastic news on bald eagle
-investigative materials
-Stuff to make bald eagle
-chart paper
Segner 41

This lesson was the final lesson that I taught in my unit. By this point in the lesson the students
already had a pretty good concept that the symbols that they were learning were national symbols. The
students were excited to learn about the bald eagle and they already knew some information prior to
this lesson. Based off of their assessments the students were able to do a good job. Some of the students
struggled completing the assessment because it required them to write. My behavior students have a
difficult time paying attention and they do not like to write. That is illustrated off of their score on the
post-assessment. I feel that my assessment was valid, but based off of my classroom I would want to
modify the assessment so that it could accommodate all of the learners. Teaching this lesson has helped
me gain a good grasp about pacing. I had to make sure that I gave the students enough time for them to
complete the task at hand, but I also made sure that the lesson was progressing so the students could be
engaged. I can transfer this to future teaching because if the lesson is not paced correctly the students
will be unmotivated to learn.
I feel that the video that I presented on the bald eagle was effective because it allowed the students
to learn a lot of facts about the bald eagle in a quick amount of time. I also feel like the activities that
the students were to do were age appropriate. The students liked to pretend they were bald eagles and
that their talons were used to help catch the fish.
One thing that I felt was ineffective was when I was trying to define why the bald eagle represents
freedom. I mentioned that many people see the bald eagle and how it flies free and that people
associate that with freedom, but I felt that the students had a difficult time making that connection. I
liked how the students worked together to help observe the objects with a bald eagle but it was a lot of
work. I feel that having those tangible items for the students was important for the students to see what
it they look like and how people used the symbol.
One goal that I want to set for myself is that I make sure that my pacing is fine and that the lesson
progresses and transitions smoothly. I feel that the lesson was well prepared for but I feel that at some
times I might have dragged it out too long.
Segner 42
Standard IV: Analysis of Student Learning
Pre-Assessment
The pre-assessment was administered on Wednesday March 1st, before any instruction on
symbols was given. There were fourteen pictures on the paper that was given to the first grade
students. Five of those pictures were National symbols, five were Utah state symbols, and there
were four school/community symbols. The students had to circle all of the pictures that
represented national symbols with a red crayon, all of the state symbols with a blue crayon, and
all of the school-community symbols with a white crayon. The pre-assessment was administered
in the morning after the students came in from recess. The students had ten minutes to complete
the assessment. Two of the English language learners were out of the room when the assessment
was given so they received the assessment later in the day. During the pre-assessment students
were not told that they needed to circle all of the symbols. They were only told to circle the ones
that they knew using the specific colors. The students were told to do their best and that this was
just to see what they knew.
Out of the twenty four students assessed on the pre-assessment, one student scored a 8/14
or 57%, one student scored a 6/14 or 43%, three students scored a 4/14 or 29%, two children
scored a 3/14 or 21%, seven children scored a 2/14 or 14%, seven children scored a 1/14 or 7%,
and 3/14 students scored a 0 or a 0%. (See Figure Below)
Test Scores
10
5
Test Scores
0
#1
#3
#5
#7
#9 #11 #13 #15 #17 #19 #21 #23
Figure 1.1
Segner 43
The most missed question was question number four with 0 students answering it correctly.
Question number 4 was a picture of the California gull. Prior to the test many students did not
see this as being a symbol. They did not know that states have symbols, including birds, which
they use to identify with. This is evident in their scores on this question. The highest scoring
question was question number two which had 11 students answer it correctly as displayed by
figure 1.3 below. That question displayed a picture of the American Flag. The American flag is
displayed in the classroom and the students have had many interactions with this symbol. Every
morning the students also recite a pledge poem that describes the American flag as a symbol that
represents America. These reasons can explain why the students were able to answer this
question correctly compared to the others. Data is broken down by individual child in figure 1.2
below. The chart shows all of the questions and how each child performed throughout the
assessment. The class average score was 2 questions answered correctly or 14%.
Number of Students Answered Correctly

12
10
8
6
4
2
Number of Students
Answered Correctly
Pre-assessment
Figure 1.2

Student
#
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5
6
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23
24
Segner 44
10
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14
X
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C
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Pre-assessment Figure 1.3
C= Answered Correctly X= Answered Incorrectly
Post-Assessment
The post-assessment was administered on Friday April 10th, after instruction on all
symbol types were given. The post assessment was exactly the same as the pre-assessment.
There were fourteen pictures on the paper that was given to the first grade students. Five of those
pictures were National symbols, five were Utah state symbols, and there were four
school/community symbols. The students had to circle all of the pictures that represented
national symbols with a red crayon, all of the state symbols with a blue crayon, and all of the
school-community symbols with a white crayon. The post-assessment was administered in the
morning after the students came in for the morning. The students had ten minutes to complete the
assessment. All students were present for the assessment. During the pre-assessment students
were told that they needed to circle all of the symbols. While administering the test I told them
Segner 45
the colors that they needed to use for what picture. Reminders to circle all of the pictures was
given as well as constant reminders about the colors that they should use.
Out of the twenty four students assessed on the pre-assessment, one student scored a
12/14 or 85%, three students scored a 11/14 or 79%, one student scored a 10/14 or 71%, two
children scored a 9/14 or 64%, three children scored a 8/14 or 57%, six children scored a 7/14 or
50%, five students scored a 5/14 or a 36%, and three students scored a 4/14 or below. No 0/14
scores were given to the students compared to three students receiving a score of 0 in the preassessment. The highest score on the post assessment was a 12 in comparison to the preassessment score of 8. (See Figure Below)
Test Scores
14
12
10
8
6
4
2
0
Test Scores
#1
#3
#5
#7
#9 #11 #13 #15 #17 #19 #21 #23
Figure 2.1
Overall, the scores show growth throughout the whole class. Through engagement and
interaction with different symbols throughout the lessons they were able to learn and to grow.
They also had multiple activities as well as constant review at the beginning of every lesson. The
students were able to tell me what the symbols name was and were able to tell me some facts
regarding the symbol. Although there was growth, the students could have improved more. There
was a factor that enabled the students from being proficient in symbols. The first graders
struggled with the three different types of symbols. The students had a good understanding of
Segner 46
what a school or community symbol is, but the students struggled with differentiating between a
state symbol and a national symbol. This concept of a symbol is a bit abstract for some students.
Many first graders still believe that their state is their country. These concepts are so close that it
can be difficult to differentiate between these two symbols as being different. The Utah flag also
uses the bald eagle in the Utah flag. This in turn can make it difficult to really define between the
two.
The most missed question on the post assessment was question number fourteen with 3
students answering it correctly. Question number 14 was a picture of the Utah Flag. Most of the
students marked that as a National Symbol. From the data presented, I feel that the students did
not perform well on this question because the Utah flag has a bald eagle on it. The students
learned the bald eagle as a national symbol. The students might have had some confusion on
differentiating between the differences. The highest scoring question was question number two
which had 20 students answer it correctly as displayed by figure 2.2 below. That question
displayed a picture of the American Flag. The students have had the most interaction with this
national symbol compared to all of the other symbols. This helped them perform well on the
assessment. Data is broken down by individual child in figure 2.3 below. The chart shows all of
the questions and how each child performed throughout the assessment. The class average score
was 7 questions answered correctly or 50%.
Segner 47
Number of Students Answered Correctly

25
20
15
10
5
0
Number of Students
Answered Correctly
Post-Assessment
Figure 2.3
Student #
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
1
C
C
C
X
C
C
C
C
X
C
X
X
X
C
C
C
X
X
C
C
X
C
C
X
2
X
C
C
C
C
C
X
C
C
C
C
X
C
C
C
C
C
C
C
C
C
X
C
C
3
C
C
C
X
C
C
C
C
C
C
X
C
X
C
C
C
X
X
X
C
X
C
C
X
4
C
X
X
X
X
C
X
X
X
X
C
X
X
C
X
C
X
X
X
X
X
C
X
X
5
C
X
X
X
C
C
C
X
C
C
X
X
C
C
C
C
C
X
X
X
C
C
C
C
Post-assessment Figure 2.2
6
X
C
X
C
C
X
X
X
X
X
X
X
X
X
C
C
C
X
X
X
C
X
X
X
7
C
X
C
X
C
X
C
X
C
X
C
C
X
X
C
C
X
C
C
C
C
C
C
C
8
C
X
X
C
C
C
X
X
C
X
C
C
X
X
C
C
X
C
C
C
X
C
C
C
9
C
C
C
X
C
C
C
C
C
X
C
X
C
C
C
C
X
X
C
C
X
C
C
C
10
C
X
X
X
C
X
X
X
X
X
X
X
X
C
C
C
X
X
X
C
C
C
C
C
11
C
C
X
X
X
X
X
X
X
X
X
X
X
X
X
C
C
X
X
X
X
C
X
X
12
C
X
X
X
C
X
C
X
C
X
X
X
X
C
C
X
X
C
C
X
C
X
X
C
13
C
C
C
C
C
X
C
C
C
C
X
X
X
C
C
C
C
C
C
X
C
C
C
C
14
X
X
C
X
X
X
X
X
X
X
X
X
C
X
X
X
X
X
C
X
X
X
X
X
C= Answered Correctly X= Answered Incorrectly
Assessment Validity
The pre and post-test were both the exact same assessment. There were fourteen pictures
on the paper that was given to the first grade students. Five of those pictures were National
symbols, five were Utah state symbols, and there were four school/community symbols. The
Segner 48
students had to circle all of the pictures that represented national symbols with a red crayon, all
of the state symbols with a blue crayon, and all of the school-community symbols with a white
crayon. The assessment was valid because the symbols that the students were to circle can all be
found in the first grade core. The students also were exposed to all of the pictures throughout the
unit. The students interacted with each of the pictures and the symbols were defined with the
terms used on the pre and post assessment. The pictures that were used were aligned with the
enduring understanding as well as the essential questions presented in the unit.
Pre- and Post-test Assessment Sub- Groups Disaggregated
Females performed slightly higher than males on the pre-assessment with four females
scoring above a three than only three males. Most females scored a one on the assessment,
whereas most males scored a two on the assessment. The highest score was an eight and that
child was a female. The lowest score was a 0 with two males receiving it and only one female.
Female average on the pre-assessment was 3/14 whereas male was 2/14. In comparison males
and females both had eight people score above a 5. The highest score came from a female
student with a 12/14. Female average on post assessment was 7 questions and male students
average was also 7 questions.
Females Vs. Males Averages

8
6
4
2
0
Female
Male
Pre
Post
Both ELL students were out of the room when the initial assessment was given. They
received the assessment later in the day. ELL students can be identified as Child 1 and 6 in
Segner 49
Figure 1.2. Child 1 is a male student and child 6 is a female student. Child 1 received a 4/14 on
his pre-assessment. Child 6 received a 4/ 14 on her pre-assessment. Child 1 performed above
other males in his classroom. Nine out of twelve male children scored lower than this ELL. Child
6 also performed well above her peers. She scored a 4/14 and scored higher than nine out of
twelve female students. ELLs averaged 2 questions higher than the normal class average of 2.
Their average was 4 questions answered correctly. They both answered the questions regarding
Utah symbols greater than the other categories of symbols. In regards to their post-assessment
the students also performed well. Child 1 received an 11/14 on the post assessment and Child 6
received a 7/14. Both students displayed improvement in their scores compared to the preassessments. The ELL students average on the post assessment was an 8 compared to the class
average of 7/14. The ELL students were able to perform slightly above the class on the post
assessment because they received a lot of visual support. The students were able to use and apply
the new vocabulary through the four main areas of language (reading, writing, listening, and
speaking). Student received high levels of support throughout the lesson to help them understand
what they were learning as well. All of these factors helped influence the ELLs performance.
ELLs Vs. Whole Class Average

10
5
0
ELLs
Whole Class
Pre
Post
Four students have been identified as high level learners. These children are Child 9,
Child 14, Child 15, and Child 24. Three of the high level learners are boys and one of the high
level learners is a girl. Child 9 scored the highest on the pre-assessment with an 8/14 or 57%.
Segner 50
Two of the high level learners scored a 4/14 or a 29% and one child scored a 2/14 or 14%. The
average score on the pre-assessment for the high level learners was a 5/14 which is above the
class average of 2. Three students have been identified as low level learners in the classroom.
Two of these students are male and one is female. They can be identified as Child 5, Child 10,
and Child 18. On the pre-assessment their average score was a 1/14 which is below the class
average of two. On the post assessments the High level learners received an average score of
8/14 whereas the low level learners received an average of 7/14. In relation to the whole class
both students met the class average of 7/14. Both subgroups were able to meet the class average
because the students were provided with many visuals and supports that allowed them to be
successful. The lessons also allowed for many interactive and engaging activities that allowed
the students to make the connections to what they were learning. Because of the factors that were
mentioned above, I feel that the high level learners performed well. There was a prohibiting
factor such as abstractness in regards to a state versus a national symbol, as defined earlier.
Overall, they scored above the class average.
High Vs. Low Vs. Whole Class Averages

10
8
6
4
2
0
High
Low
Pre
Whole Class
Post
Child 11 and 21 can be identified as behavior students. These students have been
identified as behavior students because they have a short attention span, limited engagement in
the lesson, and difficulty focusing on a task for long periods of time. Child 11 scored a 0/14 on
Segner 51
the pre-assessment whereas Child 21 scored a 2/14. One of the behavior students received the
same score as the class average and the other student scored below. Their average was a 1/14. On
their post assessment one Child 11 received a 5/14 and Child 21 scored a 7/14. Following the
same pattern as the pre-assessment, one student scored the same as the class average, while the
other student scored below the class average. Their average on their post assessment was a 6.
Throughout the assessments the students behavior affected their ability to do well. Child 11
does not enjoy writing. He typically complains about having to write a lot. He would prefer to
color. Most of the assessments required him to write so therefore he was unable to complete
these assessments to his fullest ability. I included many engagement strategies throughout the
lesson so that they could be involved. This helped increase their participation in the lessons as
well as their scores. They were distracted when they were to work independently and
continuously were finding reasons to get up out of their seats. For this reason, they were unable
to receive the highest scores and were unable to receive the information that they needed to be
successful on the assessment.
Behavior Students Vs. Whole Class

8
6
4
2
0
Behavior
Whole Class
Pre
Post
Overall the data depicts, all subgroups making an overall improvement in their scores
from pre-assessment to post-assessment.
Individual Student Disaggregation
Segner 52
Child six can be defined as an ELL student in the classroom. She was selected because
she is on grade level but she often teeters on the border. At the beginning of the year she came in
right at grade level and throughout the year we have observed her slowly beginning to struggle.
She is low in reading, and writing. When she writes she has a difficult time hearing the sounds in
all of the words and her stories frequently have many grammar errors. She is on in math and
typically picks up information quickly. Because she often is right on the borderline, I chose to
focus on her during this assessment to see how she performs throughout the unit.
Child six received a 4/14 on her pre-assessment and a 7/14 on her post assessment.
Compared to the whole class, Child six is performing as well as her classroom peers. After
reviewing her post assessment the questions she missed were manly between the national
symbols and the state symbols. In comparison to other students scores she scored in the middle
or average range.
Child six received a lot of support throughout the lessons so that she could be successful.
In every lesson she received countless visuals that allowed her to understand the content.
Throughout the lessons the students had several opportunities to partner share and to talk in
groups about the content they were learning. This allowed her to have opportunities to hear the
information in several ways. It also allowed her to take ownership of her learning because she
was responsible to teach other students about what she was learning. There were many
meaningful activities as well that allowed her to be successful in the work that she was
completing. Most of the assessments throughout the lessons required writing. To help her with
her writing I provided her with opportunities to brainstorm ideas before she wrote. I also
provided her with a sentence starter when she needed it and talked with her to help her organize
her thoughts and information.
Segner 53
Child nine is defined as a high level learner. I chose her because she performs well in the
classroom environment and she typically works really hard and learns quickly. She is a very
sweet girl who is one of the only girls in the classroom reading at a high level and is high in all
areas of academics. I was pleasantly surprised to see that she scored an 8/14 on her preassessment. She scored the highest out of the entire class. On her post assessment I noticed that
she also scored an 8/14. She had no growth.
Looking at her post-assessment I noticed that she fell for some of the same confusion as
most of her peers. For example she marked question 14 as a national symbol because she saw a
bald eagle on the flag. She is still above the classroom average but because there was no growth
it makes me reflect on what I can do better to provide her with what she needs to be successful.
Throughout the lessons I asked higher level questions to allow her to think. I also
provided her with opportunities to teach the class on certain topics that she knew. She knew
some information on bald eagles after completing a story on them so I allowed her to share with
the class some of the things that I had learned. I believe that continuous review could have
helped this child be more successful. The lessons were spread apart over the course of three to
four weeks. I feel that constant review could have helped her be more successful in knowing
symbols.
Lastly, Child 21 is defined as a behavior student in the classroom. I selected this students
because he has difficulty paying attention and is typically off task. This student has a very
independent behavior and typically only wants to do those things that he feels he wants to do. He
also does not like writing and does not complete his work. I wanted to see if his inattentiveness
would affect his scores.
Segner 54
After grading his pre-assessment he scored a 2/14. This was a pretty common score for
most of the class on the pre-assessment. On the post-assessment he scored a 7/14 on his
assessment. This is the same as the class average. He answered 5 more questions correctly. On
his post-assessment he missed questions that dealt with neighborhood or community symbols.
He was also one of those students that marked question 14 as a national symbol instead of a state
symbol.
Throughout the lessons I incorporated a lot of engaging activities that allowed the
students to be interactive. I had the students play a memory game and I had the school mascot
come into the classroom to help teach about school symbols. These allowed him to be engaged
and attentive throughout the lessons. I also incorporated a lot of visuals, stories, and videos. He is
very attentive whenever someone reads him a story. He listens well to the story and can retell the
story using appropriate information and details. Throughout the lessons I read many books to the
class which helped him be attentive. He also is very engaged whenever technology is
incorporated. Providing that visual and stimulation through technology had a huge impact on his
learning.
The biggest struggle with this student was getting him to complete the assessments.
Because he does not like to write and has difficulty paying attention, he did not want to complete
most of his assessments. I would provide him with sentence starters to help him but most of the
time he just wanted to write one word instead of writing what was expected of him. Throughout
the lessons his scores were pretty low because of this. He is a very intelligent child but because
of his inattentiveness and lack of motivation he sometimes can fall behind. By allowing him to
draw pictures along with writing he became more motivated to complete his work and stay on
task.
Segner 55
Standard V: Reflection and Self-Evaluation

DM1: Diversity
In order for all students to be successful I implemented culturally responsive curricula
into my lessons and instruction. I implemented Sheltered Instructional Observational Protocol
(SIOP) to assist the needs of my English language learners as well as all learners in the
classroom. Through these components I was able to differentiate for the individual needs of the
students. I accommodated assessments to fit the needs of all sub-groups as well as individual
students. High Level learners were provided with a variety of questions as well as opportunities
to teach and extend their learning. Visuals, gestures, and actions were provided for the low level
students as well as English language learners to help make the content more comprehensible.
Students were able to incorporate all language skills (reading, writing, speaking, and listening) to
learn the vocabulary as well as to use academic language. Students were scaffold throughout the
lessons through the gradual release of responsibility framework which helped all students be
successful.
DM2: Effective Pedagogy
In every lesson the students interacted with technology to help increase and motivate
them to learn the content. At every lesson students watched a video to help the students learn
about a certain symbol. I created a history production on the four types of symbols as well to
help guide their instruction. The history production focused on school, community, state, and
national symbols. The students also were able to take a virtual tour of the Statue of Liberty and
see a live bald eagle in its nest. All of these allowed the students to be engaged and interactive in
the lesson. One thing that I also did that helped students be engaged and to learn about school
Segner 56
symbols was I went around to different teachers at the school and interviewed them with an iPad
about what it means to them to be a bobcat. Then I took those videos and put them together to
make a video for the students to watch. To further the use of technology the e-Beam was used to
help project the material and allowed the students to interact with resources to learn about the
symbols.
DM3: Subject Matter
Overall, I felt that I was very confident in the material that I taught. I used a variety of
resources and videos to help support my instruction. I was prepared to teach my lessons because
I spent time creating a unit plan that was well aligned to the core curriculum. I used a variety of
websites, books, and videos to guide my instruction. Before each lesson I made sure that I
researched on my own some things that I could use to help me teach accurately. I also did a lot of
research on symbols while completing my teacher work sample. This allowed me to focus on the
importance of symbols and why we have them.
DM4: Environment
The classroom environment that I believe is essential for student learning is one that is
supportive and caring. Every student was able to have a say and they were able to feel that they
had a voice. Through partner talks and group discussions it allowed the students to share their
ideas and to feel supported. The environment that was created was an effective engaging
atmosphere because of the meaningful activities that were present that the students were
involved in. Students were excited to learn and they wanted to be involved. Technology was
incorporated into the lessons to help the students be engaged. Overall the environment was
supportive because I differentiated and accommodated for all of the students in the classroom. I
Segner 57
want to incorporate more movement and variety of areas where I teach so that the students can
learn more. I feel that the students could have benefitted from more movement because most of
the work required them to be on the front rug.
DM5: Reflection
It was really insightful to be able to see the growth that the students made on the preassessment as well as the post-assessment. This gave me valuable insight as a teacher because it
allowed me to reflect on the things that I did and determine what was effective and what was not.
By completing each of the individual lesson plan reflections I was able to focus on the things that
I feel went well, and to also focus on the things that I feel I could do better. I also appreciated
analyzing and synthesizing that data because it allowed me to see if the students learned what I
wanted them to learn. I realize that I need to provide more variety and not spend so much time at
the rug. I also learned that by having activities that the students can be engaged in can help break
up the teacher talk and allow them to learn.
DM6: Teaching Dispositions
Completing this teacher work sample has helped me visualize the importance that a
qualified, caring, and competent teacher can do. When I was prepared for the lesson and was
knowledgeable about the content that I was teaching I was able to help the students learn. I
noticed that the way I expressed interest about a certain subject helped the students feel
interested in it as well. When I was excited about it, the students were too. The best lesson was
probably my school symbols lesson because I had a variety of activities, did my research on the
bobcat and the school song, and invited the school mascot into the classroom. I was wellprepared and the students benefitted from it because they were excited. The students were able to
Segner 58
reiterate to me small simple little facts in a lesson without hesitation. I taught them about the bald
eagle and I explained that back in the day people referred to the color white as bald. The next day
a student came up to me and said, Teacher, my shirt is bald colored. Even though that was a
small instance, it allowed me to see that the students are listening and that I am teaching them.
That to me was the greatest reward because I realized that I taught them that. I feel that by
having a positive, happy demeanor it helped students feel safe and it helped promote a caring
supportive environment so that students could learn and be successful.
Overall I learned that as a teacher, there is always places that I can improve. I realize that
the quality of the childs education depends on the quality of the teacher. If a teacher is
confident, well-prepared, and engaging the students will learn and grow. I realize that constant
reflection and review can help guide learning and curriculum. I also realize that the relationship
that you have with your students can impact their learning. When you show that you care and
you provide them with the things that they need to be successful they will do well. Teachers have
a huge impact on student success.

Final and Complete Teacher Work Sample

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Symbols:

Teacher Work Sample

American Symbols: Teacher Work Sample

Standard II: Unit Plan

Standard III: Lesson Plans and Reflections

Lesson 2: Neighborhood Symbols

Lesson 3: State Symbols

Lesson 4: The American Flag

Lesson 5: The Statue of Liberty

Lesson 6: The Bald Eagle

Standard IV: Analysis of Student Learning

Standard V: Reflection and Self-Evaluation

American Symbols: Teacher Work Sample

American Symbols: Teacher Work Sample

Students DIBELs Scores

Students DIBELs Scores

American Symbols: Teacher Work Sample

American Symbols: Teacher Work Sample

American Symbols: Teacher Work Sample

American Symbols: Teacher Work Sample

Standard II: Unit

DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION

No current students on an IEP

High Level Readers:

B. Utah State Core or Common Core Curriculum Standard

C. Enduring Understanding/Big Idea

American Symbols: Teacher Work Sample

Students will know what their school symbols are.

American Symbols: Teacher Work Sample

American Symbols: Teacher Work Sample

American Symbols: Teacher Work Sample

Standard III: Lesson Plans

No current students on an IEP

High Level Readers:

ASSESSMENT EVIDENCE (What evidence do I need to show the students have

Modifications/Accomodations (ELL, IEP, GATE, etc.)

American Symbols: Teacher Work Sample

students and struggling students

ACTIVE LEARNING PLAN

American Symbols: Teacher Work Sample

Modification/accommodations: Vocabulary card present for English language learners.

American Symbols: Teacher Work Sample

Modification/accommodations: Clear directions and modeling for ELLs. Think time to

American Symbols: Teacher Work Sample

Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary

REFLECTION AFTER LESSON

American Symbols: Teacher Work Sample

DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION

No current students on an IEP

High Level Readers:

American Symbols: Teacher Work Sample

ASSESSMENT EVIDENCE (What evidence do I need to show the students have

Modifications/Accomodations (ELL, IEP, GATE, etc.)

Formative Evidence (checking for understanding throughout the lesson): Matching

I will help the low-level

learned the Walk-Away?)

ACTIVE LEARNING PLAN

American Symbols: Teacher Work Sample

Modification/accommodations: Higher order questioning for High level learners. Video

Signs for matching:

American Symbols: Teacher Work Sample

Modification/accommodations: Clear directions and modeling for ELLs. Think time to