*Each section of this template is completely described above.*Section numbers correspond to components of the associated scoring rubric for this project.

Clinical Practice Intern Alicia Pica Major MAT

School College of Charleston/The Citadel

Grade level(s)/Subject area(s) Middle Grades English

Dates of unit from 3/16/15 to 3/25/15

Number of lessons in unit 5

UWS Section I: Unit Topic or Title (from LRP)Unit 4 and 5 Stem Words

UWS Section II: Contextual Factors (from LRP)Sangaree Middle School is located in Ladson, South Carolina. Ladson, SC is located in Berkeley County in the Mid Coastal region of South Carolina. The median family income is $43,305.00 and the median home value is $159,900. The community population is primarily white (74%), followed by African American (20%). 64% of adults in the community are high school graduates, and 17% of adults have obtained an Associates or Bachelor’s degree. There are 734 students that attend Sangaree Middle School. The students that attend Sangaree are primarily white, followed by African American as well. 34% of students are eligible for free lunch and 10% are eligible for reduced lunch. About 78% of students met PASS ELA standards.

These are the following demographics of the 7th period class of 6th grade that I conducted my candidate work sample:

Important Student InformationClass: _7__ period – 6th grade

Factor(e.g., gender, SES,

reading levels, learning styles)

Description(in terms of your students)

Demographics Period seven of 6th Grade ELA is comprised of 26 students:

17 Males 9 Females 9 black students 0 mixed 4 Hispanic

Important Student InformationClass: _7__ period – 6th grade

Factor(e.g., gender, SES,

reading levels, learning styles)

Description(in terms of your students)

0 Asian 13 white students

Learning Styles 4 Visual 2 Auditory 7 Tactile 0 Visual and Auditory 2 Visual and Tactile 1 Auditory and Tactile 4 Visual, Tactile, and

Auditory Free/Reduced Lunch 18 Free/ Reduced LunchSpecial Accommodations

IEPs: students have SP IEPs

Medical Alerts:Adhd; adhd, headaches; asthma, hearing loss; nose bleeds; allergic to peanuts; adhd; asthma, adhd, ocd, odd, bipolar; lactose intolerance

English Proficiency: 2 students are level 3 in English proficiency1 students is level 1 in English proficiency

Previous Test Scores PASS4 Exemplary in E/LA12 Met in E/LA5 Not Met in E/LALexile levels range: 520-1070

2 Exemplary in Writing 11 Met in Writing 7 Not Met in Writing

UWS Section III: Describe your overall Unit Plan here:The Unit is described throughout the chart. Attachments of the Context Clues SMART board Journal entries and Pre and Post-Test assessments are listed in the Appendix.

3/16: This Unit began with a Pre-Test assessment on Unit 5 vocabulary stem words required by Berkeley County School District. After administering this Pre-Test, I discussed with the students their pre-existing knowledge of Unit 5 stem words. Then, I introduced the Unit 5 Stem words with the Unit 5 Stems Power Point. As a class, we discussed the meanings of the stems, words with the stems, and if they could identify words we didn’t discuss in class with the Unit 5 stems.

3/19 and 3/20: On these two days, I incorporated Unit 5 stem words into context clues lessons. These lessons were a part of the students’ Journal exercises posted on the SMART board. I instructed students to complete these exercises, then reviewed them with the class.

3/23: On this day, I reviewed with the class Unit 5 and Unit 4 stem words by playing a game with the students. Students were required to throw the ball successfully to the teacher and answer questions related to identifying the meaning of stem words, stems, or identifying words with Unit 4 or 5 stems.

3/25: I briefly reviewed Unit 5 stem words with the class and then administered the Unit 5 stems Post-Test.

UWS Section III, Put short versions of Parts A –F here: Describe and/or attach the assessments for each unit objective. Include descriptions of any necessary accommodations. For each assessment, include the evaluation criteria (i.e., describe and/or attach appropriate scoring rubrics, observation checklists, rating scales, item weights, and the like). Note: Attachments must be clearly labeled to indicate their relationship to the elements in the table below.

Objectives (III A)The students will be able to improve vocabulary development through the study of using context clues and Greek and Latin stems.

Correlated Standards/Expectations (III A)

Language (L).3: Use knowledge of language and its conventions when writing, speaking, reading, or listening. L.4 a-e: Determine or clarify the meaning of unknown and multiple-meaning words and phrases and content, choosing flexibly from a range or strategies.

a. use context as a clue to the meaning of a word or phrase. b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word. c. Consult reference materials, both print and digital, to find the pronunciation or a word or determine or clarify its precise meaning or its part of speech.d. Verify the preliminary determination of the meaning of a word or phrase.

Correlated Standards/Expectations (III A)

Assessments (III B)

Unit Objective 1:Pre-Assessment(s)Unit 5 Stems Pre-testUnit Objective 1:Post-Assessment(s)Unit 5 Stems Post-TestUnit Objective 1: Other Assessment(s)Formative assessments: Discussion from Unit 5 Stems Power Point, Stems Context clues SMART board journal entries, and review game.

Accommodations(III C)

The teacher repeats and chunks instructions and information. Oral administration of tests is an accommodation for four students. One student is allowed extra time on tests if needed. One student is allowed movement breaks if needed. Three students have behavior charts. Four students are in an ESOL program. All students are allowed to re-do tests and assignments.

Pre Assessment Analysis and Instructional Decision Making(III D)

The Pre-test has shown that there is a need to teach Greek and Latin Stems to the 7th period class according to their Pre-test scores. However, almost half of the students were extremely successful on the Pre-Test (12 students scored a 100). This material was required to be taught according to Berkeley County School District mandated Unit requirements regardless of student success on the Pre-test. For those students who scored 100, I assigned them “helper roles,” which they assisted students while working on different assignments. For example, helpers assisted other students in completing context clues journals. Also, these students were judges in the stems game, which they decided whether the students responses to questions were correct or not, as a group effort.

The class of 23 students assessed had an average for the Pre-Test of an 82%. Two students who have accommodations were not included in this analysis due to their absence during the Pre-Test and one student had moved to another school. This chart represents all of the students’ individual scores.

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Students

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This chart represents the difference in the Pre-test average scores from students in the school’s English Speakers of Other Languages (ESOL) program (4 students). According to the results, there is no difference between ESOL students’ scores and the rest of the class’ scores.

Pre-Test Average ...0%

20%40%60%80%

100%ESOL students

Non ESOL students

This next graph represents students enrolled in special education/have other accommodations versus non special education/non special accommodated students. There was a significant difference in the scores of special education students and students with special accommodations (3 students) versus regular education students, which was 63% versus 85%. However, these results may have skewed due to one student who earned a 16% on the Pre-Test. This student has the accommodation of taking longer

Pre Assessment Analysis and Instructional Decision Making(III D)

with testing if needed. This student may have rushed during test taking. Also, the two students who were not included in the assessment are enrolled in special education services.

Pre-Test Average Sc...0%

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100%

Special Educa-tion/Accomo-dations

Non Special Edu-cation or Accomo-dations

Male (14) versus female (8) averages differed, which males scored an 88% average and females a 70% average.

Pre-Test Average Scores0%

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Males

Females

Pre-Test Scores

Student A Student B

This chart represents the differences between two randomly selected students. Student A is a male who does not participate in ESOL or Special Education/accommodation services. Student A’s Post-Test score was 100%. Student B is a female who does not participate in ESOL or Special Education/accommodation services. Student A’s Post-Test score was 72%.

Congruence between Accommodations and Learning Goals (III E) Being there were no differences in the Pre-Test averages of English Speakers of another Language (ESOL) versus non ESOL students, I did not make additional considerations into creating lessons that approached any possible language barriers other than meeting the students’ stated accommodations and learning styles (e.g. using visuals for visual learners, repeating instructions, and using non-verbal cues when necessary).

When considering special education students, my primary concern was to reinforce to the particular student about her ability to take longer while test taking. Also, I incorporated auditory repetition of instructions/questions and rephrased questions repeatedly to meet student with accommodations’ needs.

My approach to teaching my lessons for this unit included methods to reach the class’ various learning styles (e.g. used pictures in Power Point to represent stem words, required students toss a ball during a stems game for tactile/kinesthetic learners).

To approach differences in scores according to gender, I incorporated words, pictures, and activities that interest all students. It is difficult to identify if there difference in scores for male versus females was skewed due to significantly more males (18) versus females (8) in the assessment in addition to 2 females being enrolled in ESOL.

Resources and Technology (III F)

Unit 5 Stems Pre-test Unit 5 Stems Power Point on SMART board SMART board context clues stem words journals Students’ journals Writing utensils Ball (for review game of Unit 4 and Unit 5 Stem words) Unit 5 Stems Post-test

UWS Section IV: Analysis of Student Learning (A-C)

Post-Test ResultsThe following charts and graphs represent the results of the Unit instruction.

This chart represents the distribution of all of the students’ scores from the Unit Post-Test. The students’ average was 82% on the Post-Test.

This graph represents the comparison of ESOL students versus non ESOL students on Post-Test scores. ESOL students’ scored an average of 72% and non ESOL students scored an 85% average.

Post-Test Average Scores0

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ESOL Students Non ESOL students

This chart illustrates the differences in Post-Test average scores of Special Education students/students with accommodations versus non special education/accommodated students. Special Education/accommodated students received an average of 76% and non-Special Education/accommodated students received an average of an 84%.

Post-Test Score Averages

Special Education studentsNon Special Education students

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7th Period Post-Test Scores

Students

Post

-Tes

t Sco

res

This following graph represents the differences in male versus female students’ Post-Test score averages. The female students’ Post-Test score average is 81% versus male students’, which is 84%.

Females

Males

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Post-Test Score Averages

Post-Test Score Averages

This chart represents the differences between Student A and Student B. Student A’s Post-Test score was 93%. Student B is a female who does not participate in ESOL or Special Education/accommodation services. Student A’s Post-Test score was 67%.

Post-Test Scores

Student A Student B

Pre-Test Versus Post-Test

To measure student progress, I also compared Pre-Test versus Post-Test average scores.

The following graph illustrates there was no change in the class average from Pre to Post-Test assessment. The class average remained 82%.

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Pre VS Post-Test Scores

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Pre-Test Average Post-Test Average

This graph illustrates changes in Pre to Post-Test scores for ESOL students. ESOL students’ average dropped from 82% to 72%.

ESOL Students' Average Scores0

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100

Pre-Test Post-Test

This graph below illustrates changes in Pre to Post-Test scores for students receiving Special Education/accommodations services. These students’ scores increased from 63% to 76%.

Pre-Test

Post-Test

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Special Education Students' Average Scores

Column1

Pre-Test

Post-Test

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Females' Average Scores

Column1

This graph above shows Pre versus Post-Test data for females in Period 7. Female students’ average increased from 70% to 81%, Pre to Post-Test assessment.

This graph shows a decrease in Student A’s and Students B’s Pre and Post-Test Scores. Student A’s Pre-Test score is 100% and Post-Test score is 93%. Student B’s Pre-Test score is 72% and Post-Test score is 67%.

Student A Student B0

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Pre-Test Post-Test

I recorded Pre-Test scores in my grade book for my own analysis to measure progress. These scores were not observable to anyone else or reported electronically. Post-Test scores were recorded electronically on PowerTeacher in the Gradebook for my cooperating teacher. Students, and students’ parents are able to view these scores through PowerSchool. Also, I gave students their Post-Tests to keep for their records. Students were allowed to re-take this assessment, but no students in 7th period re-took this assessment.

UWS Section V: Reflection and Self-Assessment

In reflection of my teacher performance and my students’ progress, it would appear that some students made progress and some did not. For example, females in the class increased their average scores from 70% to 81%. An explanation for the significant increase is most likely due to the outlier of the 16% grade on the Pre-Test for one female. Additionally, there were only 8 females a part of the assessment. Decreases in ESOL students’ averages (from 82% to 72%) may be explained by my lack of addressing an underlying issue that was not a part of the initial Pre-Test, particularly context clues for Unit 5 vocabulary stem words. Context clues questions may have been more difficult for ESOL students to answer correctly than the rest of the students. My failure to include context clues questions as a part of the Pre-test may have masked difficulties ESOL students faced that were not addressed during my instruction. Additionally, the Pre-test would likely have been the most effective way in identifying these issues, since not all students are required to participate verbally in Journal review discussions or submit their written work. By administering a written Pre-test with context clues questions, I’d be able to more accurately measure students’ progress of the Unit that I taught.

It difficult to state whether my instruction was clearly effective or not. In addition to my failure of asking context clues questions, which were on the Post, but not Pre-Test, I failed to assess the needs of my students in this area. Furthermore, if I had assessed these needs, I could have improved my instruction to meet those needs if necessary. From reviewing the Post-Tests, I observed that students struggled the most with the context clues questions, particularly question #15. For this question, I could have improved the wording, as to make it more accessible to ESOL students, who seemed to struggle the most, Pre versus Post-Test. Another concern that I will address is that the Pre-Test only had 7 questions versus the Post-Test, which had 15 questions. Individual and average scores may have been considerably altered being that there

is a significant amount of points deducted from a 7 question assessment versus 15. Therefore, if I were to create future Pre and Post assessments, I would align these more closely with my instructional goals and maintain consistency between tests.

The class average remained the same from Pre to Post-Test assessment. Whether this is not indicative of student learning, I am not entirely certain. From formative and summative assessments, I surmise that the problem with the Pre-Test assessment, not directly instruction. However, because of the flawed Pre-test, I may have failed to utilize instructional approaches that may have improved my students’ understanding and scores, particularly context clues lessons. Overall, what I had gained from this experience is that I am more readily aware of how to become more conscientious of creating assessments that are more accurate. I realize that assessments are crucial to improve understanding of my students’ needs and are influential in developing lessons to meet these needs more effectively.

Appendix

Unit 5 Stems Pre-test

Name: __________________ Date: _____________ Period: ________

I. Match the following words to the correct definition.

______1. terra-cotta a. something that is created through imagination______2. fiction b. swimming in or dealing with water______3. spectacle c. clay or earth that is heated to make pots or vases______4. aquatics d. a display of events that is entertaining or strange

II. Complete the sentences using the correct word.

a. tripod b. audio c. dictator

_______5. A/an _________holds a camera on a pedestal with three legs._______6. The _______can be heard clearly from the speakers._______7. A/an _______holds excessive power over a country.

Unit 5 Stems Post-Test

Name: __________________ Date: ____________ Period: ________

I. Match the following words to the correct definition.

______1. fictitious a. the study of sound______2. trilogy b. a bridge that is a channel for water______3. audiology c. something that is fake or imaginary______4. aqueduct d. to investigate or look into something______5. inspect e. three works of literature that are connected as one

series

II. Complete the sentences using the correct word.

b. terrarium b. prediction c. trident d. spectacular e. faction

_______6. Meteorologists can make a ___________about the future weather._______7. We watched the ____________fireworks display on the Fourth of July._______8. The Confederates were considered to be a _________of the United States

during Civil War. _______9. In Greek Mythology, the Greek god Neptune carried a three pronged

spear called a ___________._______10. Kate bought a ___________for her pet turtle that simulates its natural

environment.

III. Use your context clues to figure out the meaning of the words in bold.

Marine biologists study aquatic life across the world. According to researchers, new studies contradict previous findings and marine biologists are fearful that many species of aquatic life are endangered. Researchers speculate that these findings should have a prolific impact on ocean life conservation efforts.

_______11. aquatic life means:a. people who study waterb. animals or plants living in water

_______13. species means:a. types of plants and animalsb. to make a hypothesis or guess

______12. contradict means:a. supports an ideab. disagrees with an idea

______14. speculate means:a. to make a hypothesis or guessb. to know something is a fact

______15. prolific means

a. to make large amount b. to make importan

SMART board Journal #1March 19, 2015Context Clues

Identify the meaning of the words in bold by identifying the context clues.

1. The audience watched the spectacular concert on stage. Spectacular means:a. boringb. loudc. amazingd. bright

2. She used clear diction when she gave her presentation in front of the class. Diction means: a. picturesb. speechc. writingd. video

3. Some scientists believe that we could terraform the planet Mars to make it habitable for humans. Terraform means:a. change the planet's surfaceb. change the planet's atmosphere c. change the planet's weatherd. change the planet's plant life

SMART board Journal #2March 20, 2015Context clues

Unit 5 StemsComplete the sentences using the correct word.

factitious spectrum audition

1. Megan gave her________ for the play, which she acted out a scene for the audience.

2. Rainbows contain colors that are a part of the human's visible__________.

3. The events in the story were not true events, but were ____________.