Spring 2015 Student Evaluation of Teaching _MATH-1131Q-041D-STORR- Calculus I
TRP OFFICIAL
1. Anastasia Craig 1
University of North Texas Teacher Research Project
Teacher Work Sample
Name: Anastasia Craig
Cadre District: Northwest Independent School District
School where data was collected: Samuel Beck Elementary School
Content Area: ELA & Social Studies
Grade Level: 4th
Abstract
For this research project, I worked with a fourth grade English language arts and social studies class at Beck
Elementary in Trophy Club, Texas. This class is extremely diverse in terms of socioeconomic status, and
learning abilities. These lessons were based on a few very distinctive fourth grade TEKS, these TEKS are as
follows: 4.22(C): spell commonly used homophones, 4.21(C): recognize and use punctuation marks including:
commas in compound sentences; and quotation marks, 4.15(D): edit drafts for grammar, mechanics, and
spelling, 4.15(C): revise drafts for coherence, organization, use of simple and compound sentences, and
audience, and 4.20B: use the complete subject and the complete predicate in a sentence. In addition to focusing
in on these five TEKS, I had the following five learning goals for this unit:
1- Establish a solid foundation of homophones through the use of proof words (4.22(C)).
2- Successfully apply new organizational strategies to writing compositions (4.15(C)).
3- Successfully edit sentences through the identification of subjects and predicates (4.20(B)).
4- Apply critical components of revising and editing to writing compositions (4.15(D)).
5- Successfully apply comma rules when editing sentences and in our own writing compositions
(4.21(C)).
I used a variety of strategies and accommodations to ensure mastery of each standard for each individual
student. The post-assessment showed significant growth in students as individuals, and the majority of the class
showed mastery of standards that we addressed in this unit. Engaging in this project helped me to see the value
of assessments and how they can be leveraged to guide and enable instruction. I was also able to learn how
important flexibility is for a teacher. No two students will learn at the same rate, nor will they have the same
needs. Being able to adapt a lesson or schedule to every student’s needs, and meeting all of the accommodations
that students have, helps me to be a better teacher and gives them the best opportunity to excel.
2. Anastasia Craig 2
Table of Contents
Component 1: Contextual Factors ........................................................................................................................... 3
Component 2: Learning Goals ................................................................................................................................... 9
Component 3: Assessment Plan ............................................................................................................................. 10
Component 4: Design for Instruction ................................................................................................................... 14
Component 5: Instructional Decision Making ................................................................................................... 40
Component 6: Analysis of Student Learning ...................................................................................................... 42
Component 7: Reflection and Self-Evaluation .................................................................................................... 46
3. Anastasia Craig 3
Component 1: Contextual Factors
Standard #1: Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and
development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements
developmentally appropriate and challenging learning experiences.
Standard #2: Learning Differences. The teacher uses understanding of individual differences and diverse cultures and communities to ensure
inclusive learning environments that enable each learner to meet high standards.
Standard #3: Learning Environments. The teacher works with others to create environments that support individual and collaborative
learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.
Contextual Factor
Instructional
Implications Accommodations
Number of Students: 22 -A large class, and will need
to use a variety of classroom
management techniques.
N/A
Ethnic, Cultural, and
Gender Make-up:
Ethnicity/Cultural:
Caucasian: 63.6%
Hispanic: 22.7%
Asian: 9%
African American: 4.5%
Gender:
Male: 59%
Female: 41%
- Will need to foster an
inclusive environment that
values all students and their
respective cultures.
-Will need to include lessons
that interest both male and
female students.
-Accommodations will need
to be made for English
language learners (ELL’s).
-Will use gestures
and pictures when
teaching and
interacting with ELL
and special needs
students.
-Utilization of plenty
of graphic
organizers.
-Will allow plenty of
processing time
when questioning.
Socio-economic Status
Make-up:
Total: 4.5%
-Only one student in our class
is classified as ‘low SES.’
-This student may come to
school hungry or extremely
tired.
-Will provide clear
instructions and
expectations.
-Will provide
background
knowledge if
necessary for this
student.
Classroom
Environment:
-Three long tables made of
eight desks.
-Class library located in the
back of the classroom.
-Extra supplies in the back of
the classroom in plastic
drawers.
-A variety of anchor charts are
hung up all around the
classroom to assist students
when they are working
independently.
-A large table is located in the
front corner of the room for
small groups and book clubs.
-This classroom is set up to
facilitate both large and small
group instruction
-Limited access to iPads or
computers.
-Teacher can easily manage
behavior due to the open
layout and central location of
her desk, and how it is open
to the students.
N/A
Community
Environment:
-Located in a neighborhood in
Trophy Club, Texas, which is a
suburb of Dallas, Texas.
-Superb parental
involvement.
-Keep students
engaged in lessons,
especially when their
parents are on
4. Anastasia Craig 4
campus.
Students with Special
Needs/Gifted-
Talented/RtI:
Special Needs: 45.5%
- 6 of these students are
receiving special needs
attention in the resource room.
- 2 of these students are
receiving Speech services.
- 2 of these students are limited
English proficient (LEP), and
receiving ESL services.
Response to Intervention
(RtI): 9%
- 2 students are on Tier II of
their RtI program.
Gifted-Talented: 27.3%
- 6 students are involved in the
GATES program at Beck, and
they meet Thursday afternoons
during the last part of class.
-A strong variety of
accommodations will need to
be utilized to better help all
students to be successful in
our classroom.
-Provide one-on-one
teacher support when
necessary.
-Provide small group
instruction when
necessary.
-Provide additional
challenges to
students who need it,
through questioning
and/or a more varied
option of tasks.
Developmental
characteristics:
-A strong variety of
accommodations will need to
be utilized to better help all
students to be successful in
our classroom.
-Provide one-on-one
teacher support when
necessary.
-Provide small group
instruction when
necessary.
-Provide assistance
during independent
time, when these
particular students
will need extra time
to question and
understand the task
at hand.
Physical: N/A
Social: N/A
Intellectual: Cognitive: 54.5%
Any other factor
considered necessary for
instruction
N/A N/A N/A
Individual Student Learning Abilities:
A.A: A.A. is a very motivated learner, but struggles frequently, and has many accommodations to assist him in
his struggle. Since A.A. is mildly autistic, he has quite a few presentation and response specific
accommodations. Among these presentation accommodations are shortened instructions, repeating the
instructions back to the teacher to confirm understanding, use of simplified vocabulary, provided a copy of class
notes, and chunked assignments into smaller tasks. For response accommodations, A.A. is provided extra time
for oral responses, he leaves class for specialized instruction, and he is allowed extended time on writing
assignments. A.A. also receives frequent feedback as a timing and scheduling accommodation and gets
preferential seating as a setting accommodation. All of these accommodations help A.A. to perform better in
class and focus on the material that is being covered. Although this seems like a lot of accommodations for one
little guy, I have witnessed how much doing all of these things attributes to A.A’s success in the classroom. All
of this information impacts my instruction in many different ways. With this many accommodations it may be
5. Anastasia Craig 5
difficult to keep up, but A.A. is very good at reminding us of what he needs and how it should be done. With
the collaborative effort that A.A. puts forth with his teachers, his success is undeniable.
R.B: R.B. is a very sweet, energetic young lady who has a passion for being successful in school. R.B. is a
member of a cheerleading squad outside of school and has a knack from bringing that bright and positive
attitude to the classroom. R.B. is enrolled in our gifted and talented program here at Beck. She has proven
herself to be a motivator of those around her to grow as learners, just as she has. With R.B. being so enthused
with learning, it challenges me as a teacher. Most topics that are introduced come much easier to her than they
do to other students. This means that accommodations for her, and the other GT students, need to be made to
challenge them and keep them engaged in a lesson that may have began as just a review for them.
G.B: G.B. is truly one of the most well-mannered students I have come across in fourth grade. He always has a
smile on his face and a wonderfully cooperative attitude. G.B. is in the special education program here at Beck
and, like his friend A.A., has quite a few accommodations to help him to reach all of his academic goals. G.B.
has specific accommodations for presentation, response, timing and scheduling, setting, and behavior. Among
these presentation accommodations are shortened instructions, repeating the instructions back to the teacher to
confirm understanding, use of simplified vocabulary, provided a copy of class notes, chunked assignments into
smaller tasks, and a multitude of study sheets/reviews/summaries. For response accommodations, G.B. is
provided extra time for oral responses, he leaves class for specialized instruction, and he is allowed extended
time on writing assignments. G.B. also receives frequent feedback as a timing and scheduling accommodation,
gets preferential seating as a setting accommodation, and has a note for teachers to make frequent eye
contact/proximity control for a behavioral accommodation. All of these accommodations help G.B. to perform
better in class and to truly focus on the material that is being covered. When it comes to instruction with G.B. I
know that incorporating all of these accommodations will be tough, but G.B. has a tendency to ask a lot of
questions to keep me on my toes and to keep him engaged while I am working with him. So, with the positive
outlook that G.B. possesses, I am sure that each of these accommodations will prove to be beneficial.
O.C: O.C. is a very fun, motivated young lady that loves to be social and hang out with her friends. Her favorite
time of the school day is recess, and it is obvious when you see her on the playground with all of her buddies.
Since O.C. has such a social nature about her, it is sometimes difficult for her to focus and really get down to
work when it is called for. She has a Response to Intervention (RtI) that has been filed and she is on Tier II of
the scale. She has been tested for many learning disabilities, and none of them have come back as positive. So,
as of now, she does not have any official accommodations. With that being said, she still needs quite a bit of
attention during class lessons, and may need extended time with certain assignments. For instructional purposes,
this is very important because any student that may need extra time to be caught up with the rest of the class
needs to be recognized and given that extra time.
A.D: A.D. is a young man that absolutely loves any thing that involves being outside or playing sports. He has
an incredible amount of energy that he has difficulty harnessing at times, but he really is an outstanding student.
A.D. is enrolled in the gifted and talented program at Beck, and he loves being able to showcase his imaginative
abilities in this program. Although he has proven to be a little bit of a behavioral issue in the classroom, he has
also shown us that even when he’s standing when he’s supposed to be sitting, or talking when he should be
quite, he is always learning. He has yet get anything under a ‘B’ in class so far this year, and teaching him has
been so much fun. On the other hand of that, working with A.D. can be difficult because of his lack of focus at
times. He is generally easy to redirect, but some days nothing works. So, instructionally, A.D. is one that needs
constant redirection, but it really does pay off.
E.F: E.F. is a student who has an intense struggle with anything and everything related to school. He does not
have any behavioral problems or accommodations, but his mental struggle tends to set him behind from the rest
of his class. In order to help E.F. with this he has accommodations for presentation, response, and setting. His
presentation accommodations include a specific time for his teacher to check with him for understanding, and
6. Anastasia Craig 6
he receives a copy of class notes after he has already attempted to write the notes on his own. For response
accommodations E.F is allowed extra time for oral responses, the opportunity to leave class for specialized
instruction, and he receives no penalty for grammatical or punctuation errors in his writing. Lastly, E.F. is
provided with preferential seating as a setting accommodation. Instruction time with E.F. can be a challenge,
and many times it requires him to sit through the lesson with the rest of the class and then come to me for a one-
on-one lesson that is taught in a way that reaches him. For me personally, this has been a very enlightening time
in my teaching and E.F. has really taught me a lot about what it means to make sure that your lesson reaches
each and every student.
E.J: E.J. is a quiet boy who loves to immerse himself in a good book. He rarely ever participates in class
discussions, but is always taking in what is going on around him. E.J. is an English language learner (ELL) that
has been classified as limited English proficient (LEP). Since he is LEP, he needs a lot of specialized assistance
and attention throughout the lessons. He does not get pulled out or receive any instruction from an ESL
professional for content, so he is in our general classroom for the entire day. E.J. understands a lot more than he
lets on, but because he is so quite it is hard to gage where he is at with the content that is being taught.
Instructionally it is important for me to keep in mind that he is LEP, and to give him the opportunity to work
with me, or a peer, one-on-one to check for understanding and monitor his growth in English.
J.L: J.L. is an extremely intelligent and motivated young man that loves to learn new things. He is always
enthusiastic when a new subject or new content is introduced. Although he may come off as a ‘know-it-all’ at
times, it is never genuine. He is always helping out others who may not understand what we are talking about,
and he takes this responsibility upon himself without being asked by an instructor. J.L. is enrolled in the gifted
and talented program at Beck, and he has absolutely grown by being so. He has always been a very smart young
man, but his social skills have grown by bounds and leaps from where they were at the beginning of the year.
Instructionally for J.L. accommodations for him, and the other GT students, need to be made to challenge them
and keep them engaged in a lesson that may have began as just a review.
M.L: M.L. is a young girl who has a serious passion for fashion and zest for imagination. Her smile lights up
any room, and she is always positive when faced with difficult situations. With this being said, M.L. is enrolled
in our special education program here at Beck, and tends to get distracted during any and all learning situations.
She has certain accommodations for presentation, response, setting and behavior. Her presentation
accommodations are as follows: specific emphasis on major points by the teacher, shortened instructions, study
sheets/reviews/summaries, peer tutor/paired work arrangement (at teacher discretion), teacher checking for
understanding, varied instructions with simplified vocabulary, a copy of class notes, and breaking of larger tasks
into smaller tasks. For response accommodations she receives the opportunity to respond to a question orally
instead of writing it down, and she is permitted to leave class for specialized instruction. Lastly, M.L. receives
preferential seating as a setting accommodation, and frequent eye contact/proximity control from the teacher as
a behavioral accommodation. Instructing M.L. can be a challenge, but I have found that her inquisitive nature
makes it easier for her to work with. She is naturally imaginative, which makes her more curious about the
lessons that we are learning. With this as a strong suit of hers, I just know that success is in her future.
K.L: K.L. is an extremely bright young lady that is extremely artistically inclined. Her devotion to art is
unparalleled, and it absolutely shows with the pictures that she draws each day. Her devotion to art is only
second to her devotion to learning. She is always asking questions, always problem solving, and always finding
a fun book to read. K.L. is enrolled in our gifted and talented program at Beck, and it isn’t difficult to see why.
In addition to being in the GT program, K.L. is an English language learner (ELL) and classified as limited
English proficient (LEP). Since K.L. is both GT and LEP it is hard to see how those two go together if you
haven’t met her. She is such a dedicated person, and she has never let her LEP classification hold her back from
achieving her goals. As her instructor, it is important to keep in mind that she actually is LEP because you
would never be able to tell by listening to her speak. With her being GT and LEP she needs to be challenged, as
the other GT students do too, but she needs a regular amount of one-on-one time.
7. Anastasia Craig 7
D.N: D.N. is an extraordinary learner that loves to help out others. He has a difficult time differentiating
between helping his peers, and simply bossing them around. D.N’s tendency to come off as a ‘know-it-all’ tends
to hinder his ability to perform well, and many times his peers loose respect for him. D.N. is in the gifted and
talented program at Beck, and really shines when he is completely challenged. However, this need of constantly
needing to be challenged can inhibit his behavior during instruction time. As his instructor, it must be taken into
account that he needs a constant challenge. If he is left without this piece of challenging content, then he is sure
to be blurting our answers and disrupting the entire class.
J.P: J.P. is one of the most challenging students that I have encountered so far in my student teaching. He has an
extremely difficult time focusing, and doesn’t like one single thing about being at school. J.P. has
accommodations for presentation, response, setting, timing and scheduling, and behavior. Although he has quite
a few accommodations, the behavioral accommodations seem to be the most important to me regarding J.P. His
behavioral accommodations include clearly defined and consistent limits, frequent reminders of rules, and
frequent eye contact/proximity control by the teacher. These behavioral accommodations are the so detailed
because they simply must be. Without telling a teacher that these accommodations need to be put in place to
manage his behavior, they would be in for a rude awakening. J.P’s presentation accommodations are emphasis
on major points by the instructor, repeating the instructions back to the teacher to check for understanding, and
he receives a copy of class notes. For response accommodations J.P. is encouraged to participate in class, and he
is given the opportunity to leave class for specialized instruction. Lastly, J.P. is provided with preferential
seating as a setting accommodation. As I’ve stated before, working with J.P. can be, and has been, challenging.
By putting these accommodations in place his instructors, administrators, and parents have been very proactive
to try to prevent past events from reoccurring. By teaching, and observing others teach, J.P. I have learned a
great deal about true classroom management and how to still have a successful classroom, despite distractions
from specific students.
D.P: D.P. is quite a rambunctious young lady who loves to play with her friends and feel like she is a part of the
group. She has a bit of difficulty staying on task, but is generally a very easy student to work with. Seeing as
she is enrolled in our special education program at Beck, she has a variety of accommodations. These
accommodations include presentation accommodations, response accommodations, seating accommodations
and timing and scheduling accommodations. Her specific presentation accommodations are varied instructions
using simplified vocabulary and a copy of class notes. She is also permitted to leave class for specialized
instruction as a response accommodation. She receives preferential seating as a setting accommodation, and
extended time of writing assignments as a timing and scheduling accommodation. I feel as though it is
important to say that this is D.P’s second year in the fourth grade. This piece of information is very crucial to
know as a new teaching that is coming in to a new classroom. Having been in the fourth grade before, D.P.
sometimes feels as though she already knows the material that is being taught, and will zone out instead of
paying attention to the lesson. This poses an instructional problem simply in keeping her focused, which isn’t
always as easy as it sounds.
D.R: D.R. is a very vivacious young man who loves all things sports related. He is a pure math and science
enthusiast, and this is why he is enrolled in the gifted and talented program at Beck. He is the furthest thing
from a behavior problem, and he is always willing to help others. Even though D.R. is in the GT program, he
struggles in language arts class and attends tutoring on Tuesdays to help improve his reading and writing.
Knowing that D.R. struggles in reading and writing but excels in math and science is crucial knowledge to any
of his present or future instructors. In reading and writing class (which is where I have D.R.) it is important for
him to attend tutoring and keep practicing reading at home. We have to keep in mind that just because he is in
the GT program, it doesn't mean that he isn't struggling with some things.
W.T: W.T. is a very energetic young man, who loves to make is peers laugh with all of the las test jokes he
found on the Internet. Even though W.T. is very social, he struggles with the learning aspect of school. W.T. has
8. Anastasia Craig 8
an ongoing 504 plan and is diagnosed dyslexic. His main accommodation is that he needs extra time to finish
assignments. When working with W.T. it is important to keep him engaged and focused on what we are doing.
Since his dyslexia presents him with a real problem when it comes to finishing his work and completely
understanding the concepts that are being taught. As an instructor it is important to really know this before you
really lose him as a student and he falls behind.
W.V: W.V. is such a fun and inquisitive young man, and he loves to learn. Even though he is all of these things,
he struggles quite a bit in school. W.V. has an ongoing 504 plan, and is on Tier II of his Response to
Intervention (RtI). He has not been diagnosed with any kind of learning disability, but he does have certain
accommodations that help him to be the best that he can be. One of his accommodations is extra time on
assignments that are timed. This is an extremely helpful accommodation for W.V. as he truly loves to take his
time with any and every assignment. Another accommodation that W.V. receives is when we have a test that
involves bubbling in answers on a scantron, an instructor sits with him to read his answers to him so that he can
bubble all of his answers in accurately. Being aware of W.V’s 504 and RtI are crucial for any instructor that has
him as a student. He can get frustrated very easily, and if you are not aware of these accommodations then you
will not be the type of instructor that he needs to be successful.
F.W: F.W is a sweet, soft-spoken young lady that loves to color and be creative. F.W cares about each of her
peers and loves to help instructors with anything that they could possibly need. F.W is diagnosed as dyslexic,
and has accommodations pertaining to this learning ability. During testing or times assignments she receives
extra time to finish up and do her absolute best. Keeping this in mind while instructing her is crucial to her
success because she needs extra time to process things, even if other students do not. F.W keeps to herself a lot,
so going to her and confirming her understanding of what is being taught is sometimes necessary for her to be
successful.
9. Anastasia Craig 9
Component 2: Learning Goals
Standard #4: Content Knowledge. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she
teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.
Standard #5: Application of Content. The teacher understands how to connect concepts and use differing perspectives to engage learners in
critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
Grade Level: 4th
Content area: ELA (Writing)
TEKS: 4.15(C): revise drafts for coherence, organization, use of simple and compound sentences, and audience;
4.15(D): edit drafts for grammar, mechanics, and spelling; 4.20(B): use the complete subject and the complete
predicate in a sentence; 4.21(C): recognize and use punctuation marks including: commas in compound
sentences, and quotation marks; 4.22(C): spell commonly used homophones.
Learning Goals:
6- Establish a solid foundation of homophones through the use of proof words (4.22(C)).
7- Successfully apply new organizational strategies to writing compositions (4.15(C)).
8- Successfully edit sentences through the identification of subjects and predicates (4.20(B)).
9- Apply critical components of revising and editing to writing compositions (4.15(D)).
10- Successfully apply comma rules when editing sentences and in our own writing compositions (4.21(C)).
If the unit learning objectives are met students will gain a solid foundation of revising and editing techniques that will
allow them to be successful in this area for not only the rest of fourth grade, but also for the rest of their academic careers.
This is a review unit that is solely focusing on standards that students have not been successful when assessed previously.
If these learning objectives are met, they will gain the opportunity to succeed in an area that they have not yet succeeded
in before.
10. Anastasia Craig 10
Component 3: Assessment Plan
Standard #6: Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to
monitor learner progress, and to guide the teacher’s and learner’s decision making.
Assessment Plan Table
Type of Assessments Learning Objectives Format of Assessment Accommodations
Pre-Assessment 1) Establish a solid
foundation of
homophones
through the use
of proof words
(4.22(C)).
2) Successfully
apply new
organizational
strategies to
writing
compositions
(4.15(C)).
3) Successfully
edit sentences
through the
identification of
subjects and
predicates
(4.20(B)).
4) Apply critical
components of
revising and
editing to
writing
compositions
(4.15(D)).
5) Successfully
apply comma
rules when
editing
sentences and in
our own writing
compositions
(4.21(C)).
-Multiple choice -Assessment given
individually
-Extra time
-Questions and
answer choices read
aloud
Formative
Assessment
1) Successfully
apply new
organizational
strategies to
writing
compositions
(4.15(C)).
2) Successfully
edit sentences
through the
identification of
subjects and
Performance with
Rubric
N/A
11. Anastasia Craig 11
predicates
(4.20(B)).
3) Apply critical
components of
revising and
editing to
writing
compositions
(4.15(D)).
Summative
Assessment
1) Establish a solid
foundation of
homophones
through the use
of proof words
(4.22(C)).
-Fill in the blank
-Multiple choice
-Extra time allowed
-Questions read aloud
for clarification
Summative
Assessment
1) Successfully
apply comma
rules when
editing
sentences and in
our own writing
compositions
(4.21(C)).
-Fill in the blank -Extra time allowed
-Questions read aloud
for clarification
-First two questions
modeled as an
example
Post-Assessment 1) Establish a solid
foundation of
homophones
through the use
of proof words
(4.22(C)).
2) Successfully
apply new
organizational
strategies to
writing
compositions
(4.15(C)).
3) Successfully
edit sentences
through the
identification of
subjects and
predicates
(4.20(B)).
4) Apply critical
components of
revising and
editing to
writing
compositions
(4.15(D)).
5) Successfully
-Multiple choice -Assessment given
individually
-Extra time
-Questions and
answer choices read
aloud
12. Anastasia Craig 12
apply comma
rules when
editing
sentences and in
our own writing
compositions
(4.21(C)).
1. Explain how the assessments specifically address each of the objectives and why the format of
each of the assessments is appropriate for the learning objectives and for the students you have
assessed.
I used a multitude of assessments throughout the unit to assess student learning. The pre- and post-
assessments were very clear and to the point, and were successful at assessing whether students grasped
the concept or not. The formative assessments were used on the concepts that students scored higher on
compared to the others. The two summative assessments used during the unit were used on those
concepts that were scored the lowest during the pre-assessment. I felt as though these objectives needed
more emphasis and more re-teaching in order for students to be considered as successful.
2. Explain why you chose each of these assessments to attain your stated learning objectives.
For the first and last learning objective, I chose to use a summative assessment at the end of the lesson to
be sure that students had an improved understanding of the concepts. These concepts have proven to be
difficult for them, so I used a summative assessment to give them the opportunity to demonstrate their
true knowledge of the concepts. For learning objectives two through four I chose to do formative
assessments according to a participation rubric. These concepts were still low scoring for students, but
they were higher than the aforementioned two concepts. This way I was able to ask students questions
about what they were learning and assess their progress that way.
3. Describe why you think the assessments are challenging.
I do not think that these assessments were challenging. These five learning objectives are some of the
most frequently missed among fourth grade students, and these assessments were the best way to gage
how well my students were, or were not, doing. Leading up to the summative and post-assessment
students were able to ask questions, clear up any misunderstandings, and have the objective taught to
them in a completely different way than it was before. I believe that the time taken to prepare them in
every way possible is a major contributor to their success.
4. Describe why your assessment is reliable and valid and how it accurately measures knowledge,
skills, and reasoning ability.
My assessment is reliable and valid because it addresses each objective in a way that truly measures
whether students mastered the concept or not. These questions made them think critically and use all of
their writing strategies to prove their answers and show that they are not simply guessing the answer.
5. How did you ensure your students understood your assessment instructions?
I was as thorough as I could be with my instructions, using a mixture of repetition and variance in how I
stated the directions. I also made sure the students had plenty of response time when I asked them a
question. I also presented the rubrics to students before they were assessed formatively, this way each
13. Anastasia Craig 13
student was clear on what my expectations were for them and they could continue to refer back to this
rubric when and if questions arose. Lastly, when students were working, I walked around and restated
the instructions as needed, as well as answered any questions that students had.
6. Explain the minimal level of acceptable student performance in measurable terms.
My goal for this unit was for each student to have a minimum of 90% level of mastery with these
learning objectives. This means that each student can only miss one question pertaining within each
standard on the post-assessment.
14. Anastasia Craig 14
Component 4: Design for Instruction
Standard #7: Planning for Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by
drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the
community context.
Standard #8: Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop
deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
A. Pre-Assessment Analysis
Objective 1: edit for grammar, spelling, and mechanics.
Objective 2: recognize and use punctuation marks.
Objective 3: Revise for organization, coherence, use of simple and compound sentences.
Objective 4: spell commonly used homophones.
Objective 5: use complete subject and complete predicate in a sentence.
Whole Class Pre-Assessment Results
Student
Name:
Obj. 1?
Y/N
Obj. 2?
Y/N
Obj. 3?
Y/N
Obj. 4?
Y/N
Obj. 5?
Y/N
Total
Score:
A.A. Y N Y N N 63%
S.B. Y Y Y N Y 88%
R.B. Y Y Y N Y 88%
G.B. N N N N N 25%
O.C. N N N N Y 58%
M.C. Y N Y N N 79%
J.C. N Y N N N 17%
A.D. Y Y Y N Y 88%
E.F. Y Y N N N 58%
M.J. Y Y Y N N 83%
E.J. N N Y N Y 50%
J.L. Y Y Y Y Y 100%
M.L. N N N N N 25%
K.L. Y N N Y Y 83%
D.N. Y Y Y N Y 88%
E.O. N N N N N 29%
J.P. N N Y N N 42%
D.P. N N N N N 33%
D.R. Y Y N N N 71%
W.T. Y N N N N 46%
W.V. Y Y N N Y 42%
F.W. N N Y N Y 50%
15. Anastasia Craig 15
Sub-Group 1: Special Needs Students Pre-Assessment Results
Student
Name:
Obj. 1?
Y/N
Obj. 2?
Y/N
Obj. 3?
Y/N
Obj. 4?
Y/N
Obj. 5?
Y/N
Total
Score:
A.A. Y N Y N N 63%
G.B. N N N N N 25%
E.F. Y Y N N N 58%
M.L. N N N N N 25%
J.P. N N Y N N 42%
D.P. N N N N N 33%
Sub-Group 2: Students with 504 Plans Pre-Assessment Results
Student
Name:
Obj. 1?
Y/N
Obj. 2?
Y/N
Obj. 3?
Y/N
Obj. 4?
Y/N
Obj. 5?
Y/N
Total
Score:
O.C. N N N N Y 58%
W.T. Y N N N N 46%
W.V. Y Y N N N 42%
F.W. N N Y N Y 50%
Sub-Group 3: LEP Students Pre-Assessment Results
Student
Name:
Obj. 1?
Y/N
Obj. 2?
Y/N
Obj. 3?
Y/N
Obj. 4?
Y/N
Obj. 5?
Y/N
Total
Score:
E.J. N N Y N Y 50%
K.L. Y N N Y Y 83%
Sub-Group 4: Gifted and Talented Students Pre-Assessment Results
Student
Name:
Obj. 1?
Y/N
Obj. 2?
Y/N
Obj. 3?
Y/N
Obj. 4?
Y/N
Obj. 5?
Y/N
Total
Score:
R.B. Y Y Y N Y 88%
A.D. Y Y Y N Y 88%
J.L. Y Y Y Y Y 100%
K.L. Y N N Y Y 83%
D.N. Y Y Y N Y 88%
D.R. Y Y N N N 71%
16. Anastasia Craig 16
B. Answer the following questions:
1. What did you learn about the prior knowledge/skills/abilities of the students in your class as individuals
and as a whole based on your pre-assessment data?
I learned that my students did not possess the amount of background knowledge (as individuals)
that I thought that they did. The majority of the class failed the pre-assessment, and that meant that I
absolutely had my work cut out for me. I realized that not only were my students not achieving what
they should be individually, but they also were not meeting what was expected of them as a class. This
meant that they were severely behind if they were to achieve their goals on the STAAR test later in the
year.
2. What did you learn about the subgroups of students? Cite specific evidence from the assessment data
that led you to these conclusions about the class and about the subgroups of students.
As a class, we averaged a 59%, which was extremely unexpected. Once I broke it down in to
sub- groups I found that the special needs students averaged a 41% on the pre-assessment, 504 plan
students averaged a 49%, LEP students averaged a 67%, and gifted and talented students averaged an
86%. This showed me that these standards needed to be addressed and emphasized in every sub-group.
None of these students were reaching their fullest potential according to these results. Breaking down
the averages of each sub-group, and the class as a whole, helped me to see the need in each group within
our whole group.
0%
10%
20%
30%
40%
50%
60%
70%
Objective 1 Objective 2 Objective 3 Objective 4 Objective 5
Percentage Exhibiting Mastery in Pre-
Assessment
Series 1
17. Anastasia Craig 17
3. How did your analysis of the pre-assessment data influence how you designed the learning activities for
your class as a whole? For the students in your sub-groups? Be specific.
After charting and graphing their data and physically seeing their results, I had to work really
hard to figure out how to tackle these objectives. Since my students performed best in objective one (edit
for grammar, spelling and mechanics) and worst in objective four (spell commonly used homophones), I
knew what needed more attention and what simply needed a review. However, these objectives have
been addressed over and over again with them, so I had to come up with something more engaging and
meaningful that they hadn’t done before.
For my sub-groups, it was obvious that my special needs, 504 plan and LEP students needed
more attention than others. To address this concern and obvious need, in the lessons I would pull them
aside for small group with me. During this time there was an extension provided for my gifted and
talented students and a work period for each student. In these small groups I was able to address and
questions or concerns that students had, and pick up on any misconceptions that they may have about the
topic.
4. Explain how you plan to adapt instruction for the needs of students with exceptionalities and English
Language Learners.
In my class we have 2 English language learners, and 11 additional learners with
exceptionalities. This meant that my planning needed to be extremely careful and conscious of those
students. Not only did I need to be aware of the needs of these learners while planning, but I had to be
aware of these needs while I was teaching as well. There are a multitude of accommodations that were
made for these learners on a daily basis. Some of these include: extra time on assessments, one-on-one
instruction, English dictionaries, small group time, and hard copies of class notes/graphic organizers.
18. Anastasia Craig 18
UNT Lesson Plan (Day 1)
Pre-service Teacher:
Anastasia Craig
Grade:
4th
School/Mentor Teacher (if applicable):
Beck Elementary School
Christe Montgomery
Subject area(s):
Writing
Unit Topic/Theme:
Spelling of
Homophones
Lesson Title:
Homophones
Relevant TEKS:
4.22(C): spell commonly
used homophones.
Relevant ELPS:
4.B(iv): Advanced.
Advanced ELLs have
the ability to read and
understand, with
second language
acquisition support,
grade-appropriate
English used in
academic and social
contexts. These
students are able to
apply basic and higher-
order comprehension
skills when reading
grade-appropriate text,
but are still
occasionally dependent
on visuals,
teacher/peer
assistance, and other
linguistically
accommodated text
features to determine
or clarify meaning,
particularly with
unfamiliar topics.
Relevant TX CCRS:
ELA II B.2: Identify new words and concepts
acquired through study of their relationships to
other words and concepts.
24. Anastasia Craig 24
UNT Lesson Plan (Day 2)
Pre-service Teacher:
Anastasia Craig
Grade:
4th
School/Mentor Teacher (if applicable):
Beck Elementary School
Christe Montgomery
Subject area(s):
Writing
Unit Topic/Theme:
Grammar
Lesson Title:
Comma Rules
Relevant TEKS:
4.21(C): recognize and use
punctuation marks
including: commas in
compound sentences;
and quotation marks
Relevant ELPS:
4.B(iv): Advanced.
Advanced ELLs have
the ability to read and
understand, with
second language
acquisition support,
grade-appropriate
English used in
academic and social
contexts. These
students are able to
apply basic and higher-
order comprehension
skills when reading
grade-appropriate text,
but are still
occasionally dependent
on visuals,
teacher/peer
assistance, and other
linguistically
accommodated text
features to determine
or clarify meaning,
particularly with
unfamiliar topics.
Relevant TX CCRS:
ELA I A.4: Recognize the importance of
revision as the key ideas and organize them
more logically effectively, and draw the reader
to the author’s purpose.
ELA I A.5: Edit writing for proper voice, tense,
and syntax, assuring that it conforms to
standard English, when appropriate
26. Anastasia Craig 26
Practice Questions (Blank): Practice Questions (Student Sample):
Activities/Procedures (5E)
Engage: Students will have five minutes to quickly write down as many punctuation marks as they can
remember in their writing notebooks using a circle map. Once these five minutes are up, I will draw
sticks and those students who are drawn will come and write a type of punctuation on the board for the
class to reference during the lesson.
Explore: I will review and model one question with students on the document camera in the packet that
they have at their desks. Students will then complete the remainder of the card questions with their
shoulder partners.
Explain: As questions arise during students work time, we will stop as a class to address them. This way
everyone knows that their questions are relevant and worth addressing.
Elaborate: When students have completed their questions with their partners, they will answer four
questions that apply to the standers that we have been working on, including punctuation.
Evaluate: When completed, these questions will be turned in to the writing tray and taken for a grade.
Reflections and Documentation/Evidence of Lesson Effectiveness
- Summative: graded practice questions (attached).
- Formative: students will engage in student led discussions in order for the teacher to evaluate what
they are learning, or what they are not, and how to proceed with the lesson.
28. Anastasia Craig 28
UNT Lesson Plan (Day 3)
Pre-service Teacher:
Anastasia Craig
Grade:
4th
School/Mentor Teacher (if applicable):
Beck Elementary School
Christe Montgomery
Subject area(s):
Writing
Unit Topic/Theme:
Grammar
Lesson Title:
How Editing Helps
Relevant TEKS:
4.15(D): edit drafts for
grammar, mechanics, and
spelling
Relevant ELPS:
4.B(iv): Advanced.
Advanced ELLs have
the ability to read and
understand, with
second language
acquisition support,
grade-appropriate
English used in
academic and social
contexts. These
students are able to
apply basic and higher-
order comprehension
skills when reading
grade-appropriate text,
but are still
occasionally dependent
on visuals,
teacher/peer
assistance, and other
linguistically
accommodated text
features to determine
or clarify meaning,
particularly with
unfamiliar topics.
Relevant TX CCRS:
ELA I A.4: Recognize the importance of
revision as the key ideas and organize them
more logically effectively, and draw the reader
to the author’s purpose.
ELA I A.5: Edit writing for proper voice, tense,
and syntax, assuring that it conforms to
standard English, when appropriate
31. Anastasia Craig 31
Participation Rubric
Categories Possible Points Earned Points
Uses class time wisely
(ex: reads or works in
notebook for entire
independent work portion
of the class)
25
Uses strategies taught in
the mini-lesson in
readers notebook (ex:
post-it notes, graphic
organizers, t-charts, writing
strategies, etc.)
25
Reads with high volume
at home and in school
(ex: reads independently
without redirection, brings
book to class everyday,
finishes books in a timely
manner, reads 30 minutes
every night)
25
Writes thoughtful
reading entries
(ex: hands homework in on
time, writes entries based
on strategies taught in
class, has variety and
detail, listens to teacher
suggestions)
25
32. Anastasia Craig 32
UNT Lesson Plan (Day 4)
Pre-service Teacher:
Anastasia Craig
Grade:
4th
School/Mentor Teacher (if applicable):
Beck Elementary School
Christe Montgomery
Subject area(s):
Writing
Unit Topic/Theme:
Grammar
Lesson Title:
Subjects & Predicates Practice
Relevant TEKS:
4.20B: use the complete
subject and the complete
predicate in a sentence
Relevant ELPS:
4.B(iv): Advanced.
Advanced ELLs have
the ability to read and
understand, with
second language
acquisition support,
grade-appropriate
English used in
academic and social
contexts. These
students are able to
apply basic and higher-
order comprehension
skills when reading
grade-appropriate text,
but are still
occasionally dependent
on visuals,
teacher/peer
assistance, and other
linguistically
accommodated text
features to determine
or clarify meaning,
particularly with
unfamiliar topics.
Relevant TX CCRS:
ELA I A.4: Recognize the importance of
revision as the key ideas and organize them
more logically effectively, and draw the reader
to the author’s purpose.
35. Anastasia Craig 35
Participation Rubric
Categories Possible Points Earned Points
Uses class time wisely
(ex: reads or works in
notebook for entire
independent work portion
of the class)
25
Uses strategies taught in
the mini-lesson in
readers notebook (ex:
post-it notes, graphic
organizers, t-charts, writing
strategies, etc.)
25
Reads with high volume
at home and in school
(ex: reads independently
without redirection, brings
book to class everyday,
finishes books in a timely
manner, reads 30 minutes
every night)
25
Writes thoughtful
reading entries
(ex: hands homework in on
time, writes entries based
on strategies taught in
class, has variety and
detail, listens to teacher
suggestions)
25
36. Anastasia Craig 36
UNT Lesson Plan (Days 5 & 6)
Pre-service Teacher:
Anastasia Craig
Grade:
4th
School/Mentor Teacher (if applicable):
Beck Elementary School
Christe Montgomery
Subject area(s):
Writing
Unit Topic/Theme:
Grammar
Lesson Title:
Organize Our Lives!
Relevant TEKS:
4.15(C): revise drafts for
coherence, organization, use
of simple and compound
sentences, and audience
Relevant ELPS:
4.B(iv): Advanced.
Advanced ELLs have
the ability to read and
understand, with
second language
acquisition support,
grade-appropriate
English used in
academic and social
contexts. These
students are able to
apply basic and higher-
order comprehension
skills when reading
grade-appropriate text,
but are still
occasionally dependent
on visuals,
teacher/peer
assistance, and other
linguistically
accommodated text
features to determine
or clarify meaning,
particularly with
unfamiliar topics.
Relevant TX CCRS:
ELA I A.4: Recognize the importance of revision
as the key ideas and organize them more
logically effectively, and draw the reader to the
author’s purpose.
ELA III B.2: Participate actively and effectively
in group discussions.
39. Anastasia Craig 39
Participation Rubric
Categories Possible Points Earned Points
Uses class time wisely
(ex: reads or works in
notebook for entire
independent work portion
of the class)
25
Uses strategies taught in
the mini-lesson in
readers notebook (ex:
post-it notes, graphic
organizers, t-charts, writing
strategies, etc.)
25
Reads with high volume
at home and in school
(ex: reads independently
without redirection, brings
book to class everyday,
finishes books in a timely
manner, reads 30 minutes
every night)
25
Writes thoughtful
reading entries.
(ex: hands homework in on
time, writes entries based
on strategies taught in
class, has variety and
detail, listens to teacher
suggestions)
25
40. Anastasia Craig 40
Component 5: Instructional Decision Making
Standard #7: Planning for Instruction. The teacher plans instruction that supports every student in meeting
rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and
pedagogy, as well as knowledge of learners and the community context.
Standard #8: Instructional Strategies. The teacher understands and uses a variety of instructional strategies to
encourage learners to develop deep understanding of content areas and their connections, and to build skills to
apply knowledge in meaningful ways.
Answer the following questions:
1. Give at least two examples of times during the teaching of your unit that your
assessment of student learning or the response of one or more students
caused you to change your approach or to do something different than you
planned.
During the teaching of my unit, there were many times that I had to adjust my
lessons. As I was working with my students at the beginning of the lesson to
activate their prior knowledge, I realized that I needed to allow for more one on
one instruction time because there were many students that were not speaking up
about their confusion. To address this, I decided to allow time during the day for
small groups that discuss the specific questions that students have. Another
adjustment that I made based on student responses, or lack thereof, was that I
added an extra day of instruction to address.
2. Provide the rationale for the instructional modification you selected.
Once I decided to change the lesson from whole group instruction to small group
instruction I began the lesson with a whole group review, and then moved on to
small groups where each student was in a group. Each group was at a specific
station that addressed and instilled the standard and learning goals for the lesson.
One of these stations was a small group with me, at the small group table. Doing
this gave those students who wouldn’t ordinarily ask a question in a whole group
setting their chance to ask their questions. For my other adjustment, I had planned
on a specific lesson lasting for only one class period, and when we began
addressing this standard I realized that there was a severe amount of confusion
surrounding it. By adding an extra day of instruction for this standard I was able
to address and solidify any questions or misconceptions that students had.
3. Describe the result of your selected modification; i.e. explain how your
instructional modification impacted student learning.
These instructional modifications allowed me to address student questions and concerns
in a way that was specifically accommodated and scaffolded to their needs. By
scaffolding and answering questions in small groups, students were able to show me what
their specific mastery is of the standard and feel more comfortable actually asking me
questions. In the days following these last minute changes I saw a true change in
41. Anastasia Craig 41
engagement and motivation to learn. My students realized that it is okay to ask questions,
and that they probably aren’t the only ones who have these questions.
42. Anastasia Craig 42
Component 6: Analysis of Student Learning
Standard #6: Assessment. The teacher understands and uses multiple methods of assessment to engage learners
in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
Comparison of Pre/Post Assessment
Learning Objectives:
Objective 1: edit for grammar, spelling, and mechanics.
Objective 2: recognize and use punctuation marks.
Objective 3: Revise for organization, coherence, use of simple and compound sentences.
Objective 4: spell commonly used homophones.
Objective 5: use complete subject and complete predicate in a sentence.
Whole Class Post-Assessment Results
Student
Name:
Obj. 1?
Y/N
Obj. 2?
Y/N
Obj. 3?
Y/N
Obj. 4?
Y/N
Obj. 5?
Y/N
Total
Score:
A.A. Y N Y N Y 75%
S.B. Y Y Y Y Y 90%
R.B. Y Y Y Y Y 100%
G.B. N N N Y N 60%
O.C. Y Y Y Y Y 90%
M.C. Y Y Y Y Y 90%
J.C. N Y N N N 50%
A.D. Y Y Y Y Y 100%
E.F. Y Y N Y N 85%
M.J. Y Y Y Y Y 100%
E.J. Y Y Y Y Y 95%
J.L. Y Y Y Y N 85%
M.L. N Y N N Y 65%
K.L. Y Y Y Y Y 95%
D.N. Y Y Y Y Y 95%
E.O. N Y N Y Y 80%
J.P. N N Y N N 65%
D.P. N N Y N N 60%
D.R. Y Y Y Y Y 90%
W.T. Y N N Y Y 75%
W.V. Y Y Y Y Y 95%
F.W. Y N Y Y N 80%
43. Anastasia Craig 43
Sub-Group 1: Special Needs Students Post-Assessment Results
Student
Name:
Obj. 1?
Y/N
Obj. 2?
Y/N
Obj. 3?
Y/N
Obj. 4?
Y/N
Obj. 5?
Y/N
Total
Score:
A.A. Y N Y N Y 75%
G.B. N N N Y N 60%
E.F. Y Y N Y N 85%
M.L. N Y N N Y 65%
J.P. N N Y N N 65%
D.P. N N Y N N 60%
Sub-Group 2: Students with 504 Plans Post-Assessment Results
Student
Name:
Obj. 1?
Y/N
Obj. 2?
Y/N
Obj. 3?
Y/N
Obj. 4?
Y/N
Obj. 5?
Y/N
Total
Score:
O.C. Y Y Y Y Y 90%
W.T. Y N N Y Y 75%
W.V. Y Y Y Y Y 95%
F.W. Y N Y N Y 80%
Sub-Group 3: LEP Students Post-Assessment Results
Student
Name:
Obj. 1?
Y/N
Obj. 2?
Y/N
Obj. 3?
Y/N
Obj. 4?
Y/N
Obj. 5?
Y/N
Total
Score:
E.J. Y Y Y Y Y 95%
K.L. Y Y Y Y Y 90%
Sub-Group 4: Gifted and Talented Students Post-Assessment Results
Student
Name:
Obj. 1?
Y/N
Obj. 2?
Y/N
Obj. 3?
Y/N
Obj. 4?
Y/N
Obj. 5?
Y/N
Total
Score:
R.B. Y Y Y Y Y 95%
A.D. Y Y Y Y Y 100%
J.L. Y Y Y Y N 85%
K.L. Y Y Y Y Y 90%
D.N. Y Y Y Y Y 95%
D.R. Y Y Y Y Y 90%
45. Anastasia Craig 45
1. Indicate how many students showed mastery of your learning goals after
instruction and describe how you would address the educational needs (RtI)
of the students who did not attain mastery.
Although not all of my students showed complete mastery of the
objectives, many of them did. If students did not show total mastery, then, at the
very least, they improved their scores. For Objective 1, the number of students
that mastered editing for grammar, spelling, and mechanics went from 13 to 16. In
Objective 2 the number of students that mastered recognition and use of
punctuation marks went from 10 to 16 as well. In regard to Objective 3 16
students mastered revising for organization, coherence, and use of simple and
compound sentences, whereas 11 of them had mastered the objective in the
beginning. In the pre assessment, objective four (spelling commonly used
homophones) was our lowest scoring objective with only 5 students showing
mastery. However, that number jumped all the way up to 17 in the post
assessment. Lastly, in objective 5 our mastery went from 10 to 15 for using
complete subject and complete predicates in a sentence.
Each of my students showed an improvement in their scores, except for
one. This student had initially scored a 100% on the pre-assessment, and his score
went down to an 85% on the post-assessment. I believe that this happened
because he was out for a number of days for being sick, and when he came back
to take the post-assessment he felt rushed and unprepared. For this student I
would just pull him aside to address these objectives one-on-one and then move
on. He is a very bright student, and just needs a little individual attention to truly
reach his full potential.
2. Do the assessment results accurately reflect the degree of learning students
demonstrated during the classroom activities? Explain.
Yes, I do believe that the assessment results are an accurate portrayal of the
learning that took place during the classroom activities. In general, the class
showed a huge improvement between the pre-assessment and the post-assessment.
There are always those students who fluctuated throughout the unit, but they did
show improvement when assessed after the unit.
46. Anastasia Craig 46
Component 7: Reflection and Self-Evaluation
Standard #9: Professional Learning and Ethical Practice. The teacher engages in ongoing professional learning
and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions
on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of
each learner.
Standard #10: Leadership and Collaboration. The teacher seeks appropriate leadership roles and opportunities
to take responsibility for student learning, to collaborate with learners, families, colleagues, other school
professionals, and community members to ensure learner growth, and to advance the profession.
1. Reflect on your unit as a whole, how it has deepened your understanding of
assessment, teaching and learning, and how it will inform your own teaching
in the future.
As a whole, I am very pleased with how my unit went with this fourth grade class.
I addressed standards that they have been struggling with, and helped them to
achieve mastery. I was very encouraged with the end result of the hard work that
both my students and myself put in to this unit. There was clear improvement
with my students, which was the goal from the very beginning. Through this
process I have learned quite a bit about who I am as a teacher, and how I can
improve to reach my goals. I realized that my understanding of assessment was
very superficial, and about as basic as what I’ve read in textbooks. As I taught this
unit and continually assessed my students, my understanding was truly deepened.
I came to the realization that without assessment, teaching and learning cannot be
measured to be effective or ineffective. Assessments allow us to truly know if
what we are teaching, and how we are teaching it, is registering with our students
in a meaningful and applicable way. If our students are not learning in a
meaningful way that they can apply inside and outside of the classroom, then they
are not going to hold on to the knowledge that they have just attained. This is how
what I have learned from this unit will inform my own teaching in the future, and
how I will keep myself accountable with the huge responsibility that teaching
truly is.
2. Highlight the learning goal on which your students were the most successful,
as well as the learning goal on which students were the least successful.
My students achieved the most growth on objective four, which was spelling
commonly used homophones. They jumped from 23% on the pre-assessment to
80% on the post-assessment. I did tend to focus a lot on this objective, purely
because it was the lowest scoring objective on the pre-assessment. We did a
variety of activities using homophones, and we reviewed our proof words for each
homophone nearly every day. Also, students had a summative assessment using
these proof words and using homophones in a sentence. Technically, students
showed the least improvement in objective one, which was editing for grammar,
spelling and mechanics. This is simply because they scored 59% on the pre-
assessment (the highest scoring objective in the pre-assessment), and jumped to
73% on the post-assessment. I feel as though this happened because I did not
focus as much on this objective as I did with the others because students already
had just a tight grasp on the standard. However, their mastery could absolutely
47. Anastasia Craig 47
improve on this, and in the future I will address each objective on a more equal
basis.
3. Discuss how you intend to develop as a teacher to further capitalize on your
strengths and improve any areas of weakness (cite potential workshops or
classes you will take).
One strength of mine is absolutely my ability to stay organized, even in the most
hectic of times. Keeping track of the dozens of papers we are constantly handling
is something that is crucial to any future, or current, teacher. Without organization
skills, many teachers will drown in the mess that becomes of their classrooms.
This organizational skill also includes the ability to get many things done ahead of
time and meet crucial deadlines. This will help me to be able to get information
out to parents with plenty of notice and to avoid scrambling things up at the last
minute. It will also help me when dealing with any kind of testing or turning
things in to administration. If teachers are not prompt with these things, then it
will begin to reflect badly on them and it will begin to affect their students.
A weakness that I have is absolutely anything to do with technology. I am extremely
capable of using a computer, tablets, and things of that nature, but when it comes to
projectors, SMARTboards and different kinds of document cameras, I am completely
lost. I have been hesitant in utilizing these things in my classroom; even though I know of
all the benefits they have with students and solidifying concepts. This is absolutely
something that I must work on to improve my effectiveness as a teacher, and my ability
to make lessons as meaningful as possible for my students. I feel as though there are
many classes or workshops that are offered regarding technology, and looking those up
and attending them would be a great first step for me.
