14

Kansas
Performance
Teaching
Portfolio
#14
Teacher Education and Licensure
Kansas State Department of Education
120 SE 10th Avenue
Topeka, KS 66612-1182
www.ksde.org
Contact: Nikk Nelson (785) 291-3371
nnelson@ksde.org
Kansas Performance Teaching Portfolio #14
KPTP Templates
Note: Text fields and tables can be manipulated as needed to fit responses.
Task #1 - Contextual Information & Learning Environment Factors

Narrative 1.1.1 General Contextual Information (limited to 1 page)
Community:
I am presently teaching within a rapidly growing suburban community in Northwestern Kansas. This community has a total population
of 134,305 individuals with 83% being Caucasian, 10% Hispanic or Latino, and 5.3% African American. The median household
income is $77,335 with 6.9% of the population living under the poverty level. Additionally, 33,274 of the homes are family led
households. The most common occupation for this community is in management related positions, as well as, those in the sales
domain. In terms of religious observance, this community is home to a variety of Christian denominations including Catholic,
mainstream Protestant and Evangelical protestant.
District:
The district that I am teaching in has 35 elementary schools, 9 middle schools, and 4 high schools. Additionally, this district has
centers dedicated to early child education, special education, and technology. Across the district, the attendance rate is 95% with a
graduation rate of 92.6% and an average ACT score of 23.9. In 2016, the number of students enrolled totaled 29,567 students. The
demographics of the district consists of 69.11% Caucasian, 15% Hispanic, 7% African American, and 4.34% Asian. The school
district has 28% of its students classified as economically disadvantage which is lower than the state averages. 10.22% of the
students in this district are categorized as English language learners and 12.38% of the students have a disability. Most families in
this school district are upper middle class socioeconomically. The district is growing and will be opening new schools soon.
School:
The school where I am teaching is in an affluent, suburban community. The school has 400 students with 43.75% female students
and 56.25% male students. The ethnic makeup of this school consists of 84.5% Caucasian, 6.5% Hispanic, and 3.75% African
American. Students with disabilities make up 16.25% of the total population and English Language Learners consist of 2.09%.
Students performed well on Math and ELA assessments. In math, 34.61% of students demonstrated proficiency that is beyond grade
level expectations. Similarly, 42.62% of students demonstrated comparable results in ELA testing. Students and their parents are
heavily involved in after school activities that take place at this school. Older students are given the chance to join clubs such as Art
Club, Ukulele Club, Choir, percussion, Spanish Club, and many more.
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Kansas State Department of Education Template-Jan2013
Table 1.2.1. Class Contextual Information (limited to 1 page)

Grade level ___2____ Content area (e.g., mathematics) _____Science________ Topic (e.g., geometry)____Birds_________
Age range of students __7-8 years old___ Number of male students __13____
Total number of students ___24______ Number of female students ____11______
Percentage of students receiving free lunch _____0%_____ Percentage of students receiving reduced lunch_____0%_________
[if free/reduced lunch information not available for class, provide school percentages]
Area in which students live (check all that apply) Urban _____ Suburban __X____ Rural ______
Ethnicity of students (give numbers) ___1___ African American or Black ___0___ Hispanic or Latino
___0___ Native American/Alaskan Native ___19___ White
___0___ Asian or Pacific Islander __4___ Other (specify) Russian, Indian, and
Vietnamese
Language proficiency of students (give ___100%___ Fluent English Proficient ___0%___ English Language Learners
numbers)
Identified special needs categories ____0___ Specific Learning Disability ___2____ Speech/Language Impaired
represented (give numbers)
____0___ Hard of Hearing ____0___ Visually Impaired
____0___ Deaf ___0____ Orthopedically Impaired
____0___ Deaf-Blind ___0____ Emotionally Disturbed
____0___ Other Health Impaired ___0____ Autism
____0___ Multiple Disabilities ___0____ Intellectually Disabled
____0___ Brain Injury ____0___Gifted
____1___ Established Medical Disability (0-5 yrs) ____0__ Developmentally Delayed (0-10 yrs)
____0___ At risk for developmental disabilities _____0__ Other (Specify)________________
Subgroup Selected (describe the group): There are three students in the subgroup, all of whom are or will be evaluated for learning disabilities.
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Rationale for Selection: I have decided upon this group of lower level learners to practice differentiation. I want to be able to show that all
students, no matter their learning needs or abilities, can show growth both academically and socially.
Table 1.2.2 Student Characteristics and Implications for Instruction (limited to 1 page)
Specific Descriptions
Student Characteristics Indicate whether this was for the Specific Implications For Instruction
Whole Class (W) and Subgroup (S) Whole Class (W) and Subgroup (S)
Intellectual Characteristics W S W S
- Including readiness, cognitive - Students are very -Some students are Whole group students -Sub group students
abilities, learning needs, active and have high classified as below grade benefit from: benefit from:
developmental levels, etc. energy most days. level. -frequent use of - extensive use of
- Classroom must be a -One student is on the cooperative learning visuals during
structured learning autism spectrum. strategies including instructional period.
environment. - Students work hard but numbered heads together - clearly state
- Students value and can be easily distracted and think-pair-share. directions along
long for encouragement -Students are motivated - frequent use of EPR modeling of steps to
from adults. by external sources including agree, disagree, complete
- Students are very eager including prizes. and ABCD cards. assignments.
for hands on learning -Students greatly benefit - Clearly stated directions - Partner work and
inside and outside the from visual aids during that are repeated if collaborative
classroom. instruction.. necessary. learning
- Students are very - Visuals and musical opportunities.
responsive to positive chants to increase -Extra time to
directions. understanding and complete projects
- Students have a need retention. - Accommodations
for academic challenges during test taking to
and competition. decrease distraction
and increase focus.
W S W S
Previously demonstrated academic
Above standard 42% Below standard 8% Whole group students Sub group students
performance/ ability:
Meets standard 50% benefit from: benefit from:
% Above standard _____ Below standard 8% - structured lessons and - structured learning
% Meets standard _____ activities. periods.
% Below standard _____ -repeated - frequent checks for
clear expectations understanding
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- frequent transitions and - Cooperative

opportunities for learning activities in
movement. which students work
- cooperative learning in pairs.
opportunities including - External and
think-pair-share and other internal motivation
strategies. including points,
- extra teacher time during prizes, and student
specific parts of led activities.
instructional period. - interventions
- External motivation for including one on
growth academically and one tutoring during
behaviorally. the school day.
- extra time to
complete tasks
- repetition of
concepts and
directions
Social Characteristics W S W S
- Including emotional, attitudinal, Students in the whole Students in the sub The whole group will The sub group
motivational, etc. group are: group are: benefit from the following students will benefit
- very energetic -Motivated by group implications: from the following
- humorous projects. -cooperative learning implications:
- love to be praised -Very helpful to peers groups -learning coping
- goal oriented even if the peer does not - brain breaks and cool strategies to handle
- empathetic to the needs need help. down time difficult social
of fellow students. - extremely humorous - positive reinforcement situations.
- responsive to positive - sensitive to criticism - external motivation -Teacher working to
redirects from peers. including individual, small build relationships
-continually working on - easily distracted when group, and whole group with students
social development that classroom is noisy. incentives. -External
is common for 2nd motivational
graders. incentives- table
group points,
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positive behavior
slips, and candy.
Personal Characteristics W S W S
- Including physical, social, Students in the whole Students in the sub The whole group will The sub group
individual experiences, talents, group are/have: group are/have: benefit from the following students will benefit
language, culture, family and -Able to experience -Experiences that are not implications: from the following
community values, etc. luxuries not common to common for every 2nd -Teacher spending time implications:
the average 2nd grader. grader (frequent getting to know each -Teacher taking time
-Involved in sports, vacations, stable family student individually. to get to know
music, and church home, and nice toys). - A variety of activities that students learning
activities. -Involved in after school connect to students style, learning
-Homes with a mixture of activities including background and prior readiness, family
single parent and two dance, sports, and youth experiences. background, play
parent interaction group. preferences,
-Very creative and eager -Families that are a mix personality ect.
to contribute to the of one to two parent -Teacher remember
learning process. homes. to plan with the
-Passionate about -Parents who are very specific learning
learning new content. involved in their lives. needs of sub group
-Eager to please adults. students in mind.
-Eager to learn and
excited to share their
learning.
Table 1.3.1 Focus Student Information (limited to 1 page)

Describe this student What was learned about this Based on this information, what are
Why was this
using information from student? Address implications for this students
student selected?
Table 1.2.1 characteristics from Table 1.2.2 instruction?
STUDENT A Student A is: Student A was Intellectual Student A will benefit from the following
-A very active 8 year old selected because -very focused on finishing intellectual implications:
boy who enjoys learning he is a lower level projects. -Give student clear goals for each
-Diagnosed with Autism learner and I would - has well-crafted handwriting. assignment.
-Focused on details and like to demonstrate - very diligent and hard working. -If student arrives late, allow him to
has a specific way of how to differentiate - Detail oriented (spelling) complete missed tasks during daily five
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accomplishing homework for similar students afternoon rotations. This student will
and projects. to show growth. effectively finish the assignments when
- Has extremely clear given the opportunity.
handwriting.
-very focused on details Social Student A will benefit from the following
and feels most comfortable -very level headed social implications:
when something is - Easily works and plays with -visual displays and hands on learning.
completed in a specific peers. -working with a peer
way. - enjoys popular symbols like -extended time to complete
- Loves to read especially emojiis. assignments.
on the ipad. Personal Student A will benefit from the following
- Enjoys popular forms of -Very particular about personal implications:
expression like emojiis. organization and task completion -Give student A an opportunity to share
- Diligent in completing thoughts during whole group
assignments. discussion.
- Incredibly humorous. Student is -Give Student A an opportunity to share
often asked to re-do writing nest poem with the class.
assignments to make it less silly - Provide expectations for assignments
and more academic. and check in with student while he is
working.
STUDENT B Student B is: Student B was Intellectual Student B will benefit from the following
-A very sweet 8 year old girl chosen to practice -Hard worker but is easily intellectual implications:
Remove before who enjoys drawing and differentiation for distracted -Provide opportunities for student to
submitting talking with friends. students who - Needs directions repeated more work with peer partner.
(Vivian) -In the process of being struggle to show than once. -State directions clearly and use visuals
evaluated for learning academic growth. -Struggles to process information frequently.
disability. -Enjoys learning when she works -Pull student to quiet area to increase
-Receiving outside tutoring with a partner focus.
to improve academic Social Student B will benefit from the following
growth. -enjoys working with another girl social implications:
-Motivated by opportunities in class. -Frequently provide opportunities for
to work with peers during - does not process social cues student to work with peers.
projects. fluently. -Explain expectations in an age
-Needs extra support appropriate way.
during formal assessments.
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Personal Student B will benefit from the following

-very comfortable with one friend personal implications:
- does not process information -Allow for work time with preferred peer
easily. stating expectations and consequences
-easily distracted by activity in the clearly.
classroom - If necessary, move student to a
quieter learning space to increase focus
- Model the process of assignment for
student to see, hear, and touch if
necessary.
Narrative 1.4.1 Classroom Learning Environment Implications (limited to 2 pages)
WHOLE CLASS: In this classroom students are given the freedom to work together as a class, in small groups, and in pairs. This
freedom gives the students a chance to build community and to learn with and from each other. To motivate students academically
and behaviorally, I have used the system that was from the beginning of the school year. When the whole group is respectful,
responsible, working hard, and behaving with a positive attitude, I will reward them with a number of small cotton balls called warm
fuzzies. In terms of small group incentives, each table will receive Super Group points when they are seen working together,
following directions, being respectful, or any other behavior that was asked for during the lesson. Finally, the individual student can
receive ROAR slips when they demonstrate the ability to be respectful, on task, show an awesome attitude, and behave responsibly.
The ROAR slips are a school wide incentive to foster positive behavior accountability among the students and staff. Students are
given opportunities to turn in ROAR slips, super group points, and warm-fuzzies for a reward. The rationale behind using external
motivators at this grade level is simple, primary students are motivated through praise and other forms of motivation. They have not
developed strong internal motivators so it is important to have external balances to keep children moving forward.
SUBGROUP: Students in the sub group will continue to use the external motivators as seen in the whole group section. I will work to
build relationships with each of the three sub group students. Students will come to me during small group math time and also during
daily five time to work on homework and ask questions. During this time, I will work on getting to know these students in an effort to
encourage them and empower them to keep learning and growing.
FOCUS STUDENTA: Student A will follow the same behavior expectations and incentives as the whole class. This student needs
more assurance that he is going to be taken care of. I will be sure to take time to build positive rapport with this student and keep the
classroom as distraction free as possible.
FOCUS STUDENT B: Student B will follow similar behavior expectations as the whole group as she functions well with the
expectations and rewards established by the classroom teacher. It is important for student B to be encouraged and to receive
individualized instruction because she is in the process of being diagnosed with a learning disability. While re-teaching this student, I
will encourage and befriend this student by simply listening to what she has to say and showing a true commitment to her as an
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individual. This student, and most students, functions best when she feels safe and cared for and I will do just that when I am working
with Student B.
Task #2 - Designing Instruction

Table 2.1.1 Grade Level, Content, Topic, and Rationale (limited to 1 page)
Category Description
Grade Level Second Grade
Content Area Life Science
Unit Topic Birds and their adaptations
Science:
2 Sc. L.I.5. Observe wild birds in all seasons
2.Sc.L.K.5. Compare and contrast physical characteristics of wild birds.
State Standards Addressed
Reading/Writing:
(written format)
RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic
to produce a report; record science observations).
Average Lesson Time 60 minutes
I have selected this unit because the district curriculum requires 2nd graders to learn about bird attributes.
Why did was this unit topic
Secondly, with warmer weather and more time outside, students will be seeing a variety of birds returning
selected?
and will be curious to learn more about them.
How does this unit address state This unit address state curriculum standards through multiple experiments, observations and discussions
curriculum standards? around physical attributes of birds including nests, feathers, beaks, and feet.
Why is this unit appropriate at this Seeing that it is spring, the students will be seeing more birds outside during recess. They may have
time? questions about the birds physical traits or about their songs. Teaching about birds during the spring
semester is a great way to increase students curiosity about the world around them.
Additionally, students will have just finished their writing assessment which required them to research a
specific type of penguin and write a paper on their findings. A mini research project will take place at the
end of this unit. Students will use strategies learned from the assessment during the mini endangered bird
research period.
Table 2.2.1 Unit Design Table (limited to 4 pages)

Obj. No. Unit Objectives Level(s)
Page 8
(e.g. Blooms
Taxonomy)
1
Students will define new vocabulary word and record new words in an alphabox. Knowledge
2 Comprehension and
Students will compare and contrast different types of bird nests Application
3 Comprehension and
Students will compare and contrast different types of bird feet Application
4 Comprehension and
Students will compare and contrast different types of bird feathers. Application
5 Comprehension and
Students will compare and contrast different types of bird beaks. application
6
Students will create written responses to various prompts throughout the unit. Synthesis
7
Students will choose the tool that best resembles a specific beak during the bird buffet activity. Synthesis
8
Students will define specific endangered birds after reading the Endangered Birds book. Knowledge
9 Students will create a poster listing specific physical characteristics of endangered birds and Analyze, and
propose two simple plans for helping these animals survive. Synthesis
Students will complete a 10 question pre-assessment that will examine their prior understanding about the physical
Pre-assessment:
characteristics of birds. The test will assess students understanding of bird feet, beaks, nests, and feathers. Students
will be asked to match letter to picture, circle the write answer, identify if the statement is true or false.
Explain the specific
Describe specific
Explain adaptation(s) made Which objectives
Identify how the student results and
Describe the pre- rationale for for Students A and does this
assessment will be how those results
assessment used choosing this B OR why no assessment
scored will impact the unit
assessment adaptation(s) are address?
plan
needed
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Student A will have Based on the

I chose a pre- There will be a total of
the option of coming Objectives 2,3,4,and 5 students results, the
test because it is ten questions on this
The pre-test will over to the small content covered in
the simplest way assessment. Each
cover content group table to have each lesson may be
to understand question will receive 1
related to the the test read and to modified if the
the depth of point. Students must
physical work in a distraction students show
students prior answer the question
characteristics of free zone. mastery. If they show
knowledge on correctly to receive full
birds. Students will no mastery, then the
the topic of bird credit.
answer ten Student will be unit will be presented
adaptations.
questions. These encouraged to use as planned.
questions will be the test taking
either a multiple strategies learned
choice, true false, or previously.
matching. Students
will be told that this
test is for their
teacher to know
how much they
already know about
birds.
V
T Describe Specific Adaptations/
Lesson Instructional Activities/ Formative Assessment
Lesson Date R Differentiation
Objective(s) Strategies (formal/informal)
I
C*
Page 10
3/1/2017 T, R, Objective -students will take a 10 Formal Assessment: Pre-Test: Sub group students will
One question pre-test. Ten question pre-test have the test read to them.
- brainstorm bird related Informal assessments:
vocabulary for bird Discussion during bird video
alphabox (informal formative)
1
-watch and respond to Post video vocabulary alphabox
questions on video. (informal assessment)
-Add new vocabulary Exit Ticket (informal)
from video to alphabox.
3/2/2017 T,V, Objectives Lesson plan taken from Informal assessment For writing activity: student A and
C one and two district science kit. (formative)- discuss with B will benefit from receiving a
Show Best Nest Video students the materials needed longer time frame to complete the
Bird Homes PowerPoint to build a nest. I will be writing activity. They will be
Bird nest walk- students observing whether students allowed to complete the writing
gather nest materials gather necessary materials to during daily five rotations.
Nest building build their nests.
Writing Activity- making a Formal Assessment
list poem about nests. (summative): Students will write
2 Observation: Have a list poem about what makes
students observe the their nest the best. I will be
nest of great horned owl. grading students on the
Write their observations relevance of their list poems.
in their journals. Do all items on the list pertain
Students will fill in the to bird nests? If so, students
alphabox with new will receive 5 points.
vocabulary learned
during this lesson.
3/3/2017 T,I Objectives Lesson plan taken from Informal assessment- I will During the writing activity,
One, three, district science kit. check for student students will be given the freedom
and six. Bird Shoes powerpoint- understanding during power to write as much as they need to.
3 point. Students will discuss If one paragraph answers the
students will fill in throughout the presentation question, then one paragraph
worksheet about bird and will show understanding by would be all that is necessary.
shoes.
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Exit Ticket- students will completing the show what you

answer essential know worksheet.
question on sticky note: nformal assessment: Students
will answer the essential
What are the functions question on a sticky note. They
of bird feet? will paste this sticky note to the
Writing activity: Students board.
write what bird feet they Formal assessment: Students
would choose and why? will write about the kind of bird
Extra activity: feet they would like to have.
Allow students to work in
Students will fill in the
partners and use the book
alphabox with new Animal Feet for help in coming
vocabulary learned up with ideas for their bird feet
during this lesson. writing.
3/6/2017 T, C, Objectives Lesson taken from Formative assessment: I will Modification- students will be
R one, four, district science kit. circulate throughout the room to given the opportunity to work in
and six. KWL about feathers check for understanding during partners during the KWL portion of
the Feathers PowerPoint the lesson. We will go over ideas
(complete K and W) presentation. Students will as a group to make sure all
Feathers PowerPoint respond to various questions students have something written in
and worksheet verbally and with signals each column.
Feather Experiment (thumbs up or thumbs down)
student pairs will be Summative Assessment:
given a bag of ice and a Students will complete the L
4 section independently and
bag of air. They will
complete the writing prompt:
experiment how the bag What are the four functions of
of air provides protection feathers? Additionally, students
from the cold ice bag. will complete the prompt:
-Writing activity- Feathers help birds ..
students will answer the
key question What are
the four functions of
feathers
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Finish KWL students

will finish L section of
KWL document.
Read aloud: Bird
Feathers- students
participate in a read
aloud and discuss the
various types of bird
feathers.
alphabox with new
vocabulary learned
during this lesson.
3/7/2017 T,R, I Objectives Lesson adapted from the Formative assessment: Modification- students will be
one, five and district science kit. Students will complete bird given extra time on the writing
six. Schema Chart - share beak worksheet. portion of todays lesson.
what students already Informal assessment: Discuss Modification- students will be
know about bird beaks reading in think-pair-share given the opportunity to work at
and what they want to format. I will circulate to hear the teacher table to finish the bird
know about bird beaks. answers and check for beaks worksheet.
Write these ideas on the understanding.
Schema Chart. Informal assessment: Closure
Read Bird Beaks book questions about beaks.
5
(fill in new learning on Students will assess what they
Schema Chart) Discuss learned and will brainstorm
the reading using the questions for the second beak
questions found in the lesson.
ASK science teacher
binder.
Complete bird beaks
worksheet
independently-
summative assessment.
Page 13
Journal Entry- Illustration

and writing activity-
students will draw their
favorite bird from the Bird
Beak Book and describe
the shape of the beak in
a sentence below the
picture.
Closure: Post two
questions that the class
has about bird feathers
to the schema chart.
alphabox with new
vocabulary learned
during this lesson.
3/8/2018 I Objectives Demonstrate what Formative Assessment- verbal
five, and utensil is the best for checks for understanding
seven. drinking soup (water). during demonstration.
Summative Assessment-
One volunteer will try to students will turn in bird buffet
drink the water with a journal and will be given a Bird
knife. This will be the Buffet learning journal.
engage portion of the
science lesson.
6 -Explain bird buffet
expectations before
starting the rotations.
-Explore- Bird Buffet
centers- students will be
divided into groups to
rotate around the room
to various centers.
Students will experiment
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with various tools to

decide ones fit the
specific bird at that
center. Students will
write observations in
their Bird Buffet Journal.
-Explain- discuss
experiment using the
questions found in the
EXPLAIN section in the
ASK lesson plan.
-Closure- Discuss as a
class, one thing about
bird beaks that each
table learned today.
-Students will fill in the
alphabox with new
vocabulary learned
during this lesson.
3/9/2017 T, R, Objectives: Read Endangered Birds Informal assessment: Adaptation: Have groups finish the
V eight and Book (guided reading) Cooperative learning (mix, pair, graphic organizer and check in
nine. Introduce research share) quick check for with you when they are finished.
understanding.
project
-Pair students up
7 -Pass out graphic
organizer
-Model filling in the
graphic organizer
Assign birds to groups
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3/10/2017 T Objectives: Post Test- students will Formal Assessment- Students Modification- when taking the post
eight and take post test to show will take a 10 point post test to test, students will be given the
nine. how much they have show how much they have opportunity to come to the back
learned over the course of the table to have the test read aloud.
learned over the length unit.
of the unit. Formal assessment/Summative
Pic Collage Gallery Walk- Assessment- students will show
students view the their posters during the gallery
posters in pairs. walk. I will be grading their
Expectations will be posters based on a 3 point
rubric.
clearly stated before
8 starting the gallery walk.
Students will post a
sticky note next to each
poster with positive
feedback about the
poster.
Schema Chart- as final
review and discussion
over learned content and
question for more
exploration.
The summative assessment will consist of a 10 question post assessment and a project. For the project,
students will pair up and conduct a mini research project on an endangered bird. They will research the birds
Summative
physical characteristics including feathers, beaks, feet, and homes. Students will also make two suggestions on
Assessment:
how they can help the endangered bird survive. The research will be presented in a pic collage poster and
students will turn in their finished products to the class seesaw page. I will grade students work using a rubric.
Students will be graded on a three point scale in the categories of spelling, content, team work, and creativity.
*V-Lessons (must identify two) to be video recorded and observed; T- Lesson integrates technology; R- Lesson uses reading strategies; I- Lesson
demonstrates integration of content across and within content fields; C- Lesson utilizes community resources
Provide a copy of pre-assessment document and the corresponding scoring key/rubric in Appendix A
Page 16
Table 2.2.2 Unit Design Narrative (limited to 2 pages)

Why are the objectives appropriate? The objectives are appropriate because they are aligned with the standards that deal
with second grade science expectations.
Why are the lessons sequenced in this manner? The lessons are sequenced in such a way to address each bird attribute. I decided to
start with the basic facts about birds, then move onto their homes, shoes, feathers,
beaks, and finally end on endangered species.
Why were these instructional strategies/activities Most of the instructional strategies in this unit were chosen because they were part of a
selected? pre-existing unit that was required in the district I am teaching. The other activities were
used to engage students in higher level learning and to increase their exposure to
writing and movement activities.
How do the instructional strategies/activities address The instructional strategies/activities address the learning objectives through the use of
the learning objectives for this unit? topical Power Points (one Power Point for each bird attribute) and various worksheet to
check understanding. Additionally, students will read a variety of informational texts
that will address the objectives surrounding comparing and contrasting bird attributes.
How will a variety of levels of thinking skills be A variety of thinking skills will be address through class discussions, cooperative
addressed (e.g., Blooms Taxonomy)? Give specific learning (strategies include think-pare-share and mix-pair-share) whole group
examples of use. demonstrations, guided reading, small group rotations, and multiple writing
opportunities.
Explain the reading strategies that will be used The reading strategies that will be used during this unit are guided reading (during the
throughout the unit. Give specific examples. bird beak activity) KWL charts to assess prior understanding, fill in Alphabox
(Remember that using text is not a reading strategy) throughout the unit, and two schema charts.
What resources will be needed for this unit (include The resources that will be needed for this unit are spoons, forks, toothpicks, knives,
school and community resources)? projected copy of Bird Beaks book, pre-test, best nest bird video, eagle nest web
camera, feather Power Point, nest Power Point, beaks Power Point, bird feet power
point, student copies of bird buffet journal, copy of Feathers Not Just for Flying.
Additionally, the unit requires a pre-writing graphic organizer for the research project,
projected version of the best nest poem sample, and the student worksheet for the best
nest list poem exercise.
How will technology be integrated within the unit? Technology will be integrated within the unit through the use of daily Power Points, and
Explain both teacher use and student use. playing of You Tube videos. Students will also use iPads to research endangered birds
using pebble go and will publish their work using pic collage.
How does the unit demonstrate integration of content This unit demonstrates integration across the content areas through the use of
across and within content fields? informational text and reading and writing strategies throughout the unit. Students will
read, write, and discuss about specific bird attributes. They will also learn a song about
birds and use motions while singing the song. This will use both music and reading
Page 17
strategies as students will have to interpret the words and create actions to go with
each verse.
How does the unit demonstrate both teacher-centered The unit demonstrates both teacher and student centered instructional strategies
and student-centered instructional strategies? through the use of power point instructional slides at the beginning of each lesson. The
student centered aspect comes in when students are working in table groups to
complete experiments, writing assignments, graphic organizers, and class discussions.
Provide a copy of two complete detailed lesson plans in Appendix B.

Narrative 2.3.1 Lesson Plan Design (limited to 2 pages)
Question Lesson Plan 1 Lesson Plan 2
What will the students entering this lesson The students will not know a great amount The students will know more detail on bird attributes. They
already know about the topic? birds. They will know that there are birds in will understand how the bird uses its feet, beaks, feathers,
almost every part of the world. Some and wings. Students will also understand that birds have
students may know that not all birds can different types of nests.
fly.
What type of assessment was chosen? Why? The students will take a pre-test to show The assessment that was chosen was a summative
me how much they know about birds. I performance assessment. I chose this type of evaluation in
have chosen this assessment in order to order to gage how well the students can research and create
fully understand the depth of knowledge a poster about a specific bird using the information they had
that each student has when it comes to the learned earlier in the unit.
subject of birds.
How were the specific differentiated activities The specific accommodations were Whole Group: I used a variety of instructional tools including
needed to adapt/accommodate for individual determined based on the learning levels of visuals in the form of powerpoints, cooperative learning
learning needs for the Whole Class, Subgroup, each group. strategies like think pair share, and provided opportunities for
and Focus Students determined? For the whole class- I chose students to customize their learning.
Subgroup: Students were given visuals to help them learn
the content, worked in pairs during the research project.
Focus Students: Students were paired with a peer who was
at a higher academic and maturity level for the group project.
Why was the specific reading strategy(ies) The alphabox reading strategy was chosen I decided to choose guided reading to teach the students
identified in the plan chosen? first and foremost because the students are about endangered birds because it was the most quick
familiar with this strategy. Secondly, I concise way to deliver this type of mini lesson. Seeing that I
chose the alphabox strategy because it is have to introduce the research project and cover
easy to add new vocabulary at the endangered birds during the same lesson it seemed
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beginning of each lesson. Students are appropriate to use guided reading to introduce endangered
eager to take out their own alphabox and it birds.
will prove to be a good review activity and
one that engages students attention to the
lesson.
How was critical thinking, problem solving, and Creative problem solving was addressed in -Critical thinking was addressed in this lesson through the
higher level addressed thinking in the lesson this lesson through the whole group and use of questioning. Students were asked to brainstorm two
plans? small group discussions. I will ask the ways to help an endangered bird survive.
students questions and have them talk with -Higher Level thinking and problem solving were addressed
their table groups about the answer. in this lesson during the research project. Students choose a
Students will also engage in the bird and then were required to research the bird and create
brainstorming process to come up with new an accurate and visually appealing poster describing the
vocabulary words. They will recall what bird.
they already know and then they will post
new vocabulary after the video.
Students will also summarize what they
have learned by posting a sticky note to the
bird facts anchor chart.
How does the technology utilized enhance By using a video to introduce the students The technology used in this lesson enhanced student
student learning? to basic bird facts, students will begin to learning by creating an online classroom for the students to
see that birds have different physical research and learn about their bird. Students would not have
appearances. They will begin to recognize had this opportunity if the school did not have ipads
that these features have different functions connected to pebble go with the students used to learn, in
and help the birds to survive no matter detail, about their specific bird.
what habitat they are in.
Discuss specific classroom routines and Students will know that the pre-test will be -While students are at the carpet, they will be expected to
procedures that will be in place with this lesson turned in to the turn in tub. Additionally, use whole body listening during the reading of the
to maximize instructional time. students will work on listening to the endangered birds book. They will also be required to raise
directions the first time that they are given their hands to answer questions and give silent hand signals
in order to earn table points. The class when they like or agree with a part of the book.
does not have a large amount of routines -For the research project, students will be expected to work
during the ELA block that this lesson will be well with their partner. This includes being on task, being
taught. They are expected to follow responsible in how they use their technology, being
directions, be on task, have a great respectful of their partner, and cooperating as a team in
attitude, and be responsible 2nd graders. If creating their posters.
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all students are trying their best, the

instruction runs smoothly.
How will the active and equitable participation of I will be ensuring the equitable and active -During the guided reading portion of this lesson, I will be
all students during this lesson be ensured? participation of my students by circulating asking questions and having students read the pages of the
throughout the room to check for text. Most students will want to actively engage in this
understanding and to respond to specific process. For those who are more timid, I will have the whole
student questions and learning needs. If a group read a portion of the book and will also ask students to
student needs extra time to finish the pre- think-pair-share when answering a few of the comprehension
test, they will be allowed to finish the test questions.
during daily five. I will also pay attention to -During the research portion, I will also students to work with
student answers during class discussion a peer of their choice if they remain on task and respectful of
time and guide discussion to ensure each other. Most students are motivated by the idea of
students understand the basic facts about working with a peer and will eagerly stay on task if it means
birds. they can stay with their current partner.
How does the lesson demonstrate teacher- The lesson demonstrates a mixture of -The lesson will be teacher centered during the guided read
centered and student-centered instructional students centered and teacher centered aloud of Endangered Birds. Students will answer teacher
strategies? instruction. The lesson is teacher centered generated questions to show understanding of the book.
when I am giving directions and leading -The lesson will be students centered during the research
discussions during the video. The lesson is portion of the lesson.
student centered when students are
discussing in their table groups during the
video. Students are also the focus when
they ask probing questions during the class
discussion on new vocabulary to be put
into the alphabox.
Table 2.3.2 Adaptive Plans (limited to 1 page)
LESSON PLAN 1 LESSON PLAN 2

PLAN FOR INSTRUCTION
STUDENT A STUDENT B STUDENT A STUDENT B
Student A will be Student B will benefit -Visuals of -Frequent repeating of
What specific adaptations/modifications to the
given the option of from having a partner endangered birds directions: student needs extra
instructional plan are needed? Why are these
writing the list poem during the writing of displayed on board. time to process directions.
adaptations appropriate for the student?
with a partner. This the list poem.
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If adaptations are determined to be student needs extra ** beneficial because -Not writing down new
unnecessary, identify the part(s) of the plan that accountability to finish This student will need student learns best vocabulary in alphabox- guided
will not be adapted (if any). Why are pairing him with a extra motivation to when visuals are reading will be enough for
adaptations/ partner would be finish writing the list present. student B to focus on.
modifications not needed? great motivation for poem. -Repetition of Working with a friend during
him to keep working. expectations and research time- student B is
directions. highly motivated when working
** beneficial because with someone she is close to.
student needs
directions repeated
frequently.
-Pair up during
research time.
** beneficial because
student learns well
when paired with a
peer who is equal or
greater maturity level.
Table 2.4.1 Unit Assessment Design Table (limited to 2 pages)

Describe Explain the specific Which
Explain Describe how
the adaptation(s) made for objectives Identify how the
rationale for specific student
assessmen Students A and B OR does this assessment will
choosing this results will impact
t to be why no adaptation(s) assessment be scored
assessment the unit plan
used are needed address?
It is important for For target students, I
me to see that have decided to leave I will be facilitating Based on the level of
students the power point up while discussion understanding
Student Objectives
understand what the students discuss. questions and shown in the
centered two, three,
we are learning Students A and B guiding students discussions, I will
Formative Assessment discussion four, and five
and are able to benefit from visuals to towards deeper explain concepts
- Informal during daily are addressed
communicate the help them understand understanding differently so that
instructional in this
concepts in their and retain information. throughout the students can
time. assessment.
own words. The Additionally, I will also instructional understand them at
class discussion provide copies of the process. a deeper level.
will allow for me power point slides for
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to see if students students A and B to

are able to reference while
rephrase and participating in the
interpret the discussion.
content in their
own words.
This will be a
grade that will be
recorded into the Objectives Students will turn in
Results from the
students data two, three, their write to learn
Daily writing assessments will
log. I decided Student A and B will four, five, and journals and the
assignment determine if a whole
make this an receive one on one help six are worksheets that
s, and do group review is
Formative Assessment assessment with questions and more addressed accompany each
you necessary. I will also
- Formal opportunity time to finish the because this lesson.
understand be willing to reteach
because these worksheet and writing assessment Assignments will be
worksheets. individual students
assignments assignments. will occur graded, and
during the daily five
quickly reveal throughout the returned within the
time if necessary.
students level of unit. school day.
understanding of
birds.
The
students will
create a Pic
Collage Student A and B will be
poster about paired with a higher
This assessment
the level peer to keep This
will test how well The rubric will be
endangered student on task. assessment
students This assessment used to assess the
bird address
Summative Assessment understand the will be scored using amount of student
attributes Student A and B will be objectives
physical traits of a rubric. growth shown
and two given clear expectations eight and
birds and how to throughout the unit.
ways to help of what is expected of nine.
describe them.
the bird them during the
survive. research process.
Students
will also
show their
Page 22
understandi
ng by
completing
a post test
over the unit
contents.
What is the minimum level of I will expect students to reach a level of 80% on the Bird Poster summative assessment rubric. They will be graded on
performance expected of all creativity, spelling, content, and collaboration. Additionally, students will be expected to answer at least 7 questions out of
students to achieve on the 10 questions correctly on the formal summative evaluation.
summative assessment?
Are any differences in
performance expected Students in the subgroup will be given the same expectations as the whole group. The subgroup students will receive one
between the subgroup modification to the performance expectations and that will be the allowance of extra time to complete the pre/post
described in Task 1 and the assessments.
remainder of the class?
Explain.
Provide a copy of one formal formative assessment document and the corresponding scoring key/rubric in Appendix C.
Provide a copy of one informal formative assessment document and the corresponding scoring key/rubric in Appendix C.
(if applicable)Provide a copy of the summative assessment document and the corresponding scoring key/rubric in
Appendix
Task #3 -Teaching and Learning

Table 3.1.1 Narrative Daily Teaching Reflection (limited to 4 pages)
Day 1: Introduction
I started the lesson with the pre-test. The majority of the whole group students understood the directions and finished quickly. The SG (sub group)
students benefited from having the test read to them. The remainder of the lesson went well as students were passionate about learning about birds.
Overall, the outcomes of the lesson were easily met. Students easily completed the vocabulary activity, showing me that they had a basic
understanding of bird facts. The video used to introduce birds proved to increase interruptions as the students were eager to share their thoughts
about birds. The majority of students completed the exit activity successfully referencing one fact that they learned during the video. Based on the
results of this lesson, the first learning objective was accomplished.
Day 2: Bird Homes (Nests)
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After completing lesson one, I was determined to get the student engaged right from the beginning of the lesson. To start the lesson, I directed
students to write new words that were discussed during the first lesson in their Alphaboxes. Because of the windy weather, I canceled the bird nest
walk. Instead, I showed a video read aloud of P.D. Eastmans The Best Nest. Following the video, students brainstormed and wrote list poems about
building nests. In general, the behavior of this lesson was much better than lesson one. FSA worked with a higher-level peer, but unfortunately did
not produce an original work. I pulled him aside and worked with him to create an original poem. FSB was highly motivated by the activity because
she chose to work with a peer who was her close friend. Overall, this lesson accomplished learning objective one and two. Additionally, I extended
the lesson to incorporate reading and speaking. Students eager read their poems to the class and the class then guessed what type of bird the
student was based on their nest. This was a great opportunity for students to think critically, while practicing reading and listening.
Day 3: Bird Feet
After reading the writing assessment from the day 2 lesson, I realized that students were eager to learn more about birds. The bird nest poem
successfully ignited students curiosity and motivation to continue learning. To engage students in the lesson, I incorporated a movement activity
after reading an article from Cornell Lab. Subgroup students greatly benefited from this adaptation because of the very physical nature of the
activity. Additionally, students were given the chance to read portions of the Power Point. This cut down on extraneous talking that was found during
lesson one. The creative writing assessment required students to write about a specific bird foot type that they would like to have and to draw a
picture in their journals. FSA was easily engaged but struggled to write with complete sentences and without using humorous language. I required
him to sit with me during recess as this type of writing is not called for during the school day. Overall, students accomplished learning objectives one,
three, and six. The students are ready to learn move into the next lesson.
Day 4: Bird Closets
Today was a short but very important lesson. Students learned about the functions of bird feathers and conducted an experiment that helped them
to understand why feathers important. It was important to me that the students had their Alphaboxes out during the lesson. While this was not a part
of the written instruction, I had the kids pull out their Alphaboxes and add new vocabulary from todays lesson. My students were very talkative
today, which made instruction more difficult. At one point during the lesson, I took time out to send them back to their seats because they were not
being respectful. Instead of doing the power point worksheet during the slide show, I decided to have the students complete it after viewing the slide
show. Students accomplished learning objectives one, four and six.
Day 5: Bird Beak Lesson
In general, the lesson went smoothly. I did have a few students talk out during the lesson because they were so eager to share or ask a question.
My response was to make a general announcement about being respectful. Unfortunately, I still had a few students who decided to distract
themselves instead of listening to the read aloud. A quick change of scenery helped the student to understand how important their behavior is during
the learning process. The students seemed to be getting bored with the bird beak book, so I tried two strategies. First, I tried to have the students
write observations of bird beaks in their journals. Then had the students say the highlighted words from the book out loud as we read through the
book. Neither strategy proved to be effective I am continually impressed about how passionate the students are about studying birds. On the
schema chart, we wrote down questions that the students had about birds. Most of these questions were about hummingbirds, which we briefly
discussed during the read aloud. I am excited for the students to research the humming bird and come up with more bird facts to add to the schema
chart. FSA and FSB are doing a wonderful job keeping up with the rest of the class. When they have questions, both students are not afraid to ask.
The assessment revealed that students were moderately comfortable enough to explain bird beak functions. Tomorrow, they will review the
functions and apply the information during an experiment. In general, students accomplished learning objectives one, and six. Learning Objective 5
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(compare and contrast bird beaks) was challenging for some students. Tomorrows experiment will be a great review and application opportunity for
all students.
Day 6 Bird Buffet Lesson:
During this lesson, students were to apply content learned from the previous lesson. Learning objectives 5 and 6 were addressed during this lesson
and most students accomplished the experiments with a great deal of accuracy. I chose to assess students understanding by walking around the room
and asking questions to gage understanding. FSA and FSB were frequently confused and needed to be redirected. I asked my mentor teacher to step in
and follow FSB while I assist FSA. With this combined effort, both students completed the experiment successfully. By incorporating writing,
students were able to explain and justify their answers at each center. The pictures of birds helped FSA and FSB narrow down which tools to use and
to explain why those tools were necessary. Overall, this lesson was a success and all students were successful and accomplished the learning
objectives.
Day 7: Endangered Birds and Research Day
I experienced a great deal of trouble connecting to the reading website for the endangered birds portion of todays lesson. As a result, the class had a
great deal of time for talking. To engage the class before loosing too much time, I asked opened ended questions to engage the class. Unfortunately, I
was unable to engage two students who frequently talk out during instruction. These students were moved to different spots in the room for a few
minutes until they could regain control and join the class without distracting their peers. Because of the loss of time for the first part of the lesson,
students were unable to accomplish learning objective 8. This objective was not addressed in the state standards for life science and thus the students
understanding of birds is not diminished because of the lack of discussion on endangered birds. FSA and FSB were fully engaged during the second
half of the lesson and were motivated when they were given the opportunity to work with a friend during the research portion of the lesson. In the
end, the research section of the lesson motivated students and tested their ability to write about physical attributes of birds and present it in a creative
way.
Day 8: Post- Test and Gallery Walk
This was the last lesson of the unit. Students started the lesson by taking the post test. Student A was able to complete his post-test without
extensive help from me. The other subgroup students need to come sit with me as they struggle with test taking and need one on one assistance
during evaluations. After the test, I explained to the class that they will be participating in a gallery walk to view the posters that they created
yesterday. We reviewed expectations and I explained to them that I expect them to treat the posters respectfully and to stay with their partner during
the gallery walk. Additionally, students were to provide positive feedback for each poster. I explained what a positive response would be and what an
appropriate response would be. At the end of the lesson, students were given an opportunity to look at the comments from their peers. Student A
had trouble with providing non-humorous feedback. I talked with him about the importance of giving positive comments without using slang. In
general, this lesson went very well. The students were very eager to continue learning about birds and I encouraged them to write down questions
and post them on the bird anchor chart. For an extension activity, I encouraged them to do outside research to answer their questions.
Page 25
Table 3.2.1 Narrative Reflection of Video Recorded and Observed Lessons 1 & 2 (limited to 2 pages)
Instructional Strategies Questions Lesson 1- Bird Feet Lesson 2- Endangered Birds/Research
The instructional strategies worked well with The use of EPR, think-pair- share were effective in
Overall, how did the instructional students. I used EPR to engage students during engaging students to think about the lesson content. I did
strategies for the lesson positively impact the whole group discussion times. For example, I have some trouble with the technology and was able to
learning for all students? asked students to agree or disagree if all birds use the think-pair-share strategy to engage students
have the same nests. Students gave a thumb during the trouble shooting time.
How do you know students met or did not side ways to show that not all birds have the Objectives: I know that the students met the objective of
meet the objective(s)? same type of nest. I also used small group identifying endangered birds through listening to their
discussion to increase student understanding comments during the guided reading discussion times. I
Justify response with specific and retention. The students eagerly discussed will also know that the students accomplished objective 9
examples/evidence from the video. questions and shared ideas amongst their group through grading the posters using the research project
members. rubric found in the appendices.
The use of cooperative learning was very Cognitive: I used visuals, probing questions and student
successful. My lower level learners were centered research project to engage the curiosity of my
engaged in group discussions and eagerly students. Second graders are very curious about their
shared with their partners. The visuals used in environment and it was fitting to study endangered birds
the power points were helpful in teaching my and then send the students on to research a bird of their
target students. They benefit from the pictures choosing.
and videos we used in this lesson. The Best Emotional: I allowed the students to choose their partner
In what ways was the use of instructional
Nest video was an excellent way of getting and to choose a bird to research. By giving students more
strategies to address the diverse cognitive,
students all students engaged in the lesson and control, I wanted to increase motivation and engagement.
emotional and social needs of all students
it helped them to start the brainstorming process Additionally, I wanted the students to work with someone
successful?
that will be used in the writing portion of the with whom they are comfortable with. Thus, creating a
lesson. safe environment for each student to learn and explore.
Provide specific examples.
Social needs: As seen in the emotional section, I decided
to give the students the freedom to choose their own
partners. After observing this class, I felt it necessary to
give the students freedom to work with a peer to practice
problem solving and communicating in a safe environment
Page 26
Most students were actively engaged in the Active Inquiry: Students were engaged in active inquiry
lesson. I used EPR and cooperative learning to during the research portion of the lesson. When walking
engage my students. While watching the video I around, I saw students asking questions and writing down
saw students discussing and making critical their findings on the bird they chose to investigate.
Describe how students were meaningfully analysis of why all birds do not have the same
engaged in active inquiry and higher level type of nests. Students also were eager to Higher level thinking: Students were engaged in higher
thinking. research a specific bird to add to their bird nest level thinking through the collaborative research process.
list poem. I was impressed with the students They had to decide how to present the information on
eagerness to learn more about nest building and their bird in a creative and educational way. I saw
that they were exited to do independent students collaborating and asking each other questions
research. when creating the content for the posters.
I effectively differentiated instruction by using The instructional strategies were effective in that they
whole and small group discussion to stimulate all helped me to reach a variety of learners during multiple
learners. Additionally, I also provided a power parts of the lesson. For example, I used EPR to engage
How were instructional strategies effective point and corresponding guide for all students to the interpersonal learners and to hook those students who
in providing equitable learning use during the lesson. My sub group students might not have spoken up during a typical whole group
opportunities for all students? were very engaged during this lesson because discussion. Additionally, I also modeled a bird poster for
they were given more visual tools to learn the the students. This strategy helped the whole group as well
Provide specific examples. content. as the students in the sub group who rely heavily on
visuals. The model helped students to gain a clearer
understanding of what I expect from them when they
create their posters.
Yes, I integrated reading and science The guided reading portion of this lesson was not
observation during this lesson. The reading successful because I was unable to access the A-Z
integration was a read aloud of the story by P.D. website. We did read most of the book, but we ran out of
Eastman titled The Best Nest. Students enjoyed time to have greater discussions on endangered birds.
this book and learned what places are safe for a
Was integration within and across content
bird to build a nest and what materials are the
fields successful?
best for nest construction. Students were
engaged in observation of a nest. I walked
around to each group to show the students the
nest and allow them to touch and write their
observations on the nest. They then added their
observations to the back of the nest activity and
used it to create their nest list poems.
Page 27
Classroom Learning Environment

Lesson 1- Bird Feet Lesson 2- Endangered Birds and Research lesson
Questions
Describe how a variety of verbal and I used EPR to engage students in classroom For disciplinary purposes, I frequently used positive
nonverbal communication techniques were discussions. They used hand signs to tell me redirects to keep students engaged. Since this was
used to foster active inquiry, collaboration, that they are excited or that they agree with what ineffective, I shifted to moving a select group of students
and supportive interaction in the I was teaching. Thumbs up or down were used back to their seats. This helped with the pacing and
classroom. for students to say true or false during times that talking during the lesson.
I checked for understanding.
The classroom environment was extremely During the endangered bird portion, the classroom was
supportive for learning social engagement. For somewhat chaotic. Fortunately, after moving a few
socio academic learning, I decided to pair some students and calling on other students to read the pages
How conducive was the overall classroom students with a partner for the writing activity. from the book, I kept the lesson moving smoothly. During
learning environment in supporting positive The students whom I had paired up were already the research portion of the lesson, students were actively
social interaction, equitable engagement, friends, so this pairing was natural and easy for engaged in the project. The groups were very motivated,
and self-motivation? everyone. and the environment was alive with productive activity.
Students were also encouraged to discuss and
Provide specific examples. share at their table groups. Many students were
spotted discussing ideas for a birds nest and
other students would ask if they could use an
idea in their poem.
Table 3.3.1 Narrative Reflection of Preassessment, Formative Assessments, and Summative Assessment (limited to 3 pages)
Pre-assessment
Students in the subgroup and the whole group scored an average of 53% on the pre-assessment. Most
students struggled to match the bird feet to the function. Most students were able to answers the true or
Overall analysis of results. false questions correctly. Students demonstrated a basic understanding that birds live in different types
of nests and that they use feathers to protect, look nice, and fly. In general, this was a good place to
start the unit, as students did not an in-depth understanding of birds and their adaptations.
Page 28
The students were not able to compare and contrast the different kinds of bird feet. This concept is not
taught in first grade so students would not have prior knowledge of this concept. Students were also
Discuss the results in reference to the learning asked to compare and contrast bird beaks. Most students understood the difference between a
objectives. Hummingbirds beak and a Toucans beak as it easy to visualize. Students answered the true or false
questions about basic bird facts with accuracy. They demonstrated that they have a working knowledge
that birds have different homes and that bird feathers service several functions.
The pre-assessment data allowed me to see the depth of understanding that each student brought with
Describe how pre-assessment data was used to them into the unit. I used the results from the assessment to tailor individual lessons. If the students
proceed with instruction for all students. struggled on an area, feet for example, I would spend more time covered specific types of feet to make
sure that students understood this portion of the unit.
After reviewing the pre-assessment data, I decided to spend a few minutes during each lesson to review
What was the plan to differentiate for all the information learned from the previous lesson. The reviews consisted of entrance tickets and exit
learners? tickets using sticky notes, schema charts, and alphaboxes. Similarly, I also used visuals, in the form of
power points, and a great deal of questioning.
Formative Assessment
The formative assessment used was a combination of daily worksheets and discussions. The students
would take the worksheets after they participated in the discussion activities. Most students
Overall analysis of results.
demonstrated increased understanding at the end of each lesson. Students also demonstrated a
growing understanding during whole group and small group discussions.
Discuss the results in reference to the learning Students demonstrated increasing ability to compare and contrast bird feet, nests, feathers, and beaks.
objectives. They were able to discuss, and analyze the purposes of each of the birds physical qualities. Students
also worked on formative writing assessments in which they would write, and draw about birds in formal
Are students learning what was intended they and creative forms. Students demonstrated a deeper understanding.
learn?
After each lesson, I quickly checked the students work on their show what you know worksheets. Some
Discuss any adaptations based on the results of students did not grasp the idea of perching during the bird feet lesson. The next day, I included an
formative assessments. article about a hawk who perches on one foot. I also had the students come up with their own
explanations for each foot function.
During the discussions, worksheets, and writing activities, I modified instruction to engage all students
especially students in the sub group. The strategies I used to differentiate included pairing students
Identify differentiation needed to help all during the best nest writing activity. Leaving the power point up when students completed their daily
students meet the goals and objectives of this Show What You Know worksheet. Additionally, I gave the students freedom to use their ipads to answer
unit. questions about a specific bird that they want to learn more about it. By differentiating based on the
students interest and learning ability, I was able to exceed the goals I set for this unit and effectively
engage students in learning about birds.
Page 29
Summative Assessment
The data revealed that most students in the whole group successfully accomplished the learning goals
for this unit. Most students increased their scores by 3 points moving them from a 50% on the pre-test to
What did the disaggregated data of the an 80% on the post test. Student A scored within the whole group average of 80% on the post test.
assessment reveal? Student B did increase her score from the pre-test but remained at a 70%. This is further support that
student B needs extra help in the learning process. In fact, student B is currently in the process of being
evaluated for a possible learning disability.
The questions on the post-assessment centered around the students understanding of bird feet,
feathers, beaks, and nests. When comparing the feet functions, most were able to successfully identify
Discuss the results in reference to the learning
bird feet that grab, swim, and wade. A small minority of students struggled to identify the bird feet that
objectives.
run, perch, and scratch. According to the assessment results, students were able to successfully
accomplish learning objectives one, two, three, and four. (more information here)
Most students mastered the beaks, feathers, and nest portion of the unit. As demonstrated on the post-
Did all students learn what was intended they assessment, students showed growth in their understanding of bird feet but they have not mastered it
learn? Explain. sufficiently. On average, students missed half of the questions about asking them to match the bird foot
picture to the description.
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Table 3.3.2a Chart/Table/Graphs of disaggregated data for the Pre-assessment (limited to one page)
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Table 3.3.2b Chart/Table/Graph of disaggregated data for the Summative Assessment (limited to one page)
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Task #4 -Reflection and Professionalism

Narrative 4.1.1 Reflection on Learning Objectives (limited to 2 pages)
Based on the analysis of all the assessment Give more than one reason for each of Discuss at least TWO things to do differently in
results, identify TWO learning objectives from the successes identified. the future to extend these successes to
the unit where students were most successful. continue students academic growth.
Objective 1: -Activity engaged students curiosity about -To extend learning of vocabulary, add a sketch to
Students will define new vocabulary words and birds starting from the first lesson. stretch activity for students to practice two
record words in alphaboxes. -This objective successfully helped vocabulary words from the alphabox.
students to review vocabulary learned - After each lesson, have students choose two
during the previous lesson. words to use in two sentences in their write to learn
-Aided students creating a poster for the journal.
performance assessment.
Objective 2: -Experiment increased students level of After the experiment:
Students will choose the tool that best resembles understanding over bird beaks. -Have students draw bird beak shapes and write
a specific bird beak during the bird buffet activity. -engaged students in active inquiry functions below creating their own study guide.
-edible resources motivated students -Instruct students to cut out pictures of bird beaks
during experiment. to cut and paste to a flip book. On the inside of the
flip book, students will write description of beak
how each bird uses their beak to hunt and eat.
Based on the analysis of all the assessment Give more than one reason for the
Discuss at least TWO things to differently in
results, identify TWO learning objectives from identified lack of success for each.
the future to improve students performance.
the unit where students were least successful.
Objective 1: -Password for website was not readily - Log into reading A-Z to access resource before
Students will define specific endangered birds available during lesson. lesson begins to avoid disrupting student learning.
after reading a book about endangered birds. -Pacing was disrupted and students - Instead of stopping the lesson each time a
proceeded to distract peers by talking out student misbehaved, I would focus students or
during lesson. groups that were behaving exceptionally well! Then
I would verbally praise these students and ask rest
of the class to behave like these students.
Page 33
Objective 2: -Talkative students were not able to focus -In the future, I will continue to engage students by
Students will compare and contrast different types during this lesson,. calling on each student to read a portion of the
of bird beaks. - Book engaged most students but failed book projected on the board.
to engage the talkative students. -Have students partner read the book then discuss
content in whole group format.
Based on the analysis of assessment results, what other conclusions could be made about the students learning?
When looking at the results of all assessments including the performance poster assessment, I can conclude that students are able to explain the
major physical characteristics and their corresponding functions. Student B did not improve on the post-assessment but received excellent results on
the performance assessment. This student does not test well on traditional assessments but when she was paired with a friend to create a poster
detailing her understanding of birds and their many adaptations.
Based on the analysis of assessment results, how did making adaptations to instruction ultimately affect student learning?
The adaptations proved to help students stay focused and to gain understanding of the content. Most adaptations for instruction were made in the
midst of teaching each lesson. When the students proved to not be engaged, I adapted the structure so that students read and explained portions of
the Power Point.
Narrative 4.2.1 Reflection on Future Professional Development (limited to 1page)

Identify at least TWO aspects of instruction that could be improved. What specific professional development opportunities/activities will
Explain reasoning. help to acquire that knowledge or skill?
Aspect 1: Because this was my first opportunity to teach science, I think the most
I would like to improve my ability to teach science using inquiry and important way to develop professionally is to continue to teach science
discovery based learning methods. While teaching, it seems that the lessons while my cooperating teacher is observing. After teaching, I
power points were very boring to the students and thus I had more would like to conference with my mentor and receive constructive
behavior problems because the students were not actively engaged in feedback specifically related to teaching science.
the lessons that had a power point.
Aspect 2: The professional development opportunities for this skill are almost
During the 8 days that I taught this unit, I noticed that students were more endless! I know there are magazines and you tube channels dedicated to
engaged when I used cooperative learning strategies and were less helping teachers use Kagan cooperative learning strategies. I will take
engages on days when I taught straight from a power point. Primary advantage of You Tube videos featuring seasoned teachers using
grades students loose focus easily during lecture based activities and it is cooperative learning in science. I would also be interested to read the
important to engage them in inquiry and discussion from the very articles on the NSTA website to learn what they suggest for cooperative
beginning. learning in science and how I can adapt it for primary students.
Page 34
Table 4.3.1 Communication Log (limited to 2pages)

Person Result or Impact on
Follow Up
Date Contacted Method of Contact Reason for Contact Instruction
(if necessary)
Integration of reading and
Request books for read aloud Return
Librarian In person visit increased student interest in
3/1/2017 portion of bird unit. library books.
birds.
Meet with teacher to
2nd grade Borrow bird nests for nest lesson Students will be able to
In person visit borrow nest day of
3/1/2017 teacher to be held on 3/2/2017 observe a nest and take note
lesson.
of its physical make up.
I have a clearer idea of the
2nd grade To discuss how to implement the flow of the lesson and how to
PLC meeting None.
3/7/2017 teaching team bird buffet lesson. structure each station for the
Bird Buffet Activity.
Narrative 4.3.2 Reflection on Impact of Communications (limited to 1 page)

The teachers at the school I am assigned have a strong commitment to each both professionally and personally. Each teacher is compassionate and
show strong commitment to the success of the greater school community, not just their content area or grade level. When it comes to my unit, the
librarian and I met to discuss possibilities to collaborate while the students were learning about birds. It was challenging to find a creative way to
incorporate science into the students library schedule without causing a major shift to the librarians instructional plan. In the end, we decided to
check out bird related books that could be read during the afternoon read aloud time. In the end, the students benefited from the collaboration
because the books gave them extra exposure to birds that would not have been possible if I had not met with the school librarian.
Secondly, resources in elementary schools are commonly shared between grade level teachers. The second grade teacher next door graciously
offered to lend me her nests to give the students a real life example of what nests should look like. Seeing that we could not go outside during this
lesson, the students were still able to observe a nest and record their observations. Without this collaboration, the nest observation activity would not
have been possible. The last communication recorded was during the weekly professional learning community (PLC). During this time, my mentor
teacher walked me through how to set up the bird buffet activity including what tools should be at each station, how students should behave and how
to explain the objective for the experiment to the class. Without this explanation, I would have had greater difficulty setting up the centers and
effectively running the experiment.
Page 35
Appendix A: Pre-Assessment and Rubric
Page 36
Page 37
Answer Key to Pre-Assessment
Page 38
Page 39
Appendix B: Two Detailed Lesson Plans
Page 40
Page 41
Page 42
Page 43
Appendix C Formative Assessment Plans
Page 44
Page 45
Page 46
Page 47
Informal Assessment- Schema Chart
Page 48
Appendix D Summative Assessments
Image 1: Pre-Writing Graphic Organizer
Page 49
Rubric for Performance Assessment
Page 50
Page 51

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Task #1 - Contextual Information & Learning Environment Factors

Table 1.2.1. Class Contextual Information (limited to 1 page)

- frequent transitions and - Cooperative

Table 1.3.1 Focus Student Information (limited to 1 page)

Personal Student B will benefit from the following

Task #2 - Designing Instruction

Table 2.2.1 Unit Design Table (limited to 4 pages)

Student A will have Based on the

Exit Ticket- students will completing the show what you

Finish KWL students

Journal Entry- Illustration

with various tools to

Table 2.2.2 Unit Design Narrative (limited to 2 pages)

Provide a copy of two complete detailed lesson plans in Appendix B.

all students are trying their best, the

Table 2.3.2 Adaptive Plans (limited to 1 page)

LESSON PLAN 1 LESSON PLAN 2

Table 2.4.1 Unit Assessment Design Table (limited to 2 pages)

to see if students students A and B to

Task #3 -Teaching and Learning

Classroom Learning Environment

Task #4 -Reflection and Professionalism

Narrative 4.2.1 Reflection on Future Professional Development (limited to 1page)

Table 4.3.1 Communication Log (limited to 2pages)

Narrative 4.3.2 Reflection on Impact of Communications (limited to 1 page)

Appendix A: Pre-Assessment and Rubric

Answer Key to Pre-Assessment

Appendix B: Two Detailed Lesson Plans

Appendix C Formative Assessment Plans

Informal Assessment- Schema Chart

Appendix D Summative Assessments

Image 1: Pre-Writing Graphic Organizer

Rubric for Performance Assessment

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