CARSON-NEWMAN COLLEGE Student Teacher Work...

CARSON-NEWMAN COLLEGE Student Teacher Work Sample Cover Page

Student Teacher Name: School/Grade/Subject: Jefferson Elementary/4th Grade/General Date: December 4, 2007 Teaching Context for the Work Sample Provide a description of classroom characteristics that include a state of: Grade levels

• 4th Grade Daily schedule summary

• 7:35-8:00- Morning Planning • 8:00-8:10- Bathroom Break • 8:10-8:15-5 Minute Morning Timer • 8:15-8:25-Announcements/Pledge/Patriotic Song • 8:25-8:45-Prepare for Day/Morning Work • 8:45-9:55-Reading • 10:00-10:40-Special Areas

o Monday/Wednesday-PE o Tuesday-Art o Thursday-Music o Friday-Library

• 10:40-11:35-Math • 11:35-12:10-English/Writing • 12:10-12:40-Lunch • 12:45-1:00-Read Aloud • 1:00 -1:30-Social Studies • 1:30-2:00-Science • 2:00-2:30-Recess • 2:30-2:45-SSR • 2:50- Town Students Dismissal • 3:00-1st Bus-Rider Dismissal • 3:15-2nd Bus-Rider Dismissal • 3:15-3:45-Afternoon Planning and Clean-up

Resources available (equipment and supplies)

• Classroom Computer • Television • DVD player • VHS player • Jefferson County Website • Textbooks-Teacher Editions, Workbooks, Leveled Readers • Teacher-Generated Powerpoints • Computer review games • BrainPop website • Computer Lab • Saxon Math Supplies • Library • Teacher Work-room • Printer

Assistance available (instructional assistants, volunteers, resource teachers, others)

• Teacher Assistant- Math • Computer Resource Teacher • Reading Specialist • Speech Teacher • Special Education Teacher

Describe any grouping or scheduling patterns that impact teaching and learning in the classroom. The class has been participating in Junior Achievement which is an organization that presents the ideas of economics to the students through different activities and guest speakers. The daily schedule of the class might be altered due to the inclusion of Junior Achievement on any particular day. The unit has been planned to be delivered in consecutive days and will be adjusted to fit into the schedule in order to present the information in the most logical and time-sequenced way that is beneficial for the students. The students will be grouped into heterogeneous groups with a mixture of high, middle and low students in order for each student to gain the most from cooperative groups. The high will be able to assist and model for the middles and the middles will be able to assist and model for the lows. With a mixture of students within the groups, then each student will get be able to maximize their learning as well as their social processes.

Identify the student characteristics: Ages 9-10 years old Number of students enrolled in class 21 Number of males/females 12 9 Number of students typically present 20 Number of ESL students in class 0 Number of students in class with IEPs 1 Number of 504 identified students in class 1 Number of student on free or reduced lunch 10 Number of students in supplementary programs (Title I, gifted) Title I School Level of diversity by category (use low, medium or high in the blanks) Ages low Languages low Achievement/Developmental Levels medium Cultures low Describe any special circumstances that are relevant to this work sample. -The student that has an IEP was not factored into this work sample because he is not present during the subject that it was administered in. Therefore there are only twenty students that were pre- and post-assessed for this unit. Describe any adjustments made to accommodate one or more of the diversity categories of learners identified above for the work sample: -Due to the different developmental levels that are present within the classroom, during the administration of the pre-and post-test the test was read to the students that are on a below-grade reading level. The post-test was in the same format as the pre-test to minimize the confusion and stress level for the students. I also wanted to be able to directly correlate the pre-test to the post-test and observe the differences among the achievement of the objectives. I made this adjustment from the first work sample because I felt that the post-test did not give the students the capability to accurately show their achievement for the individual objectives. By creating the post-test to be almost an exact replica of the pre-test, then I feel that the results will show a more accurate view of the students’ achievement of the objectives and the expansion of their knowledge foundation. Describe any adjustments made due to other class/student conditions: -There were some make-up tests that had to be administered due to student absences. The same test was administered and the students were given the same amount of time to complete the test. The students were given as many days as they were absent in order to turn in the missed work. For example, if a student was absent for two days then he/she would have two additional days to complete and turn in the missed work.

I. Unit Overview Description- This unit is designed for a fourth grade English class. This is a language arts unit in which students will be presented information that will help them better understand adjectives within their reading and writing. The students will investigate the uses and benefits of adjectives. The use of adjectives is an important concept for students to understand. It is also important for students to realize the difference between a sample writing that does and does not include adjectives. This will help them to better appreciate writing that does contain adjectives and therefore help the students to use adjectives in their own personal writing. This knowledge will help students to improve their writing and make their reading comprehension more accurate. Adjectives are important because they are basic grammatical tools that will improve and refine students’ reading and writing.

The length of my unit is seven days; this is not including the days used for pre- and post-assessment. My unit includes a lot of short activities within my lesson plans. I think that the short activities will keep their interest and engagement to the highest level. There are a couple activities that are a little bit longer but they include separate smaller parts and I think that the students will continue to be involved because the smaller parts add to a larger whole that will result with a better understanding as a result. I have included a lot of activities that build on each other throughout the lesson because I think that those types of activities will be easier for the students to make connections with in regards to the content. I think that hands-on activities are the best kind to use because the students will be able to touch and see the materials and concepts discussed which will help the students to grasp the concept. The activities that are present within the unit will help create student-ownership of their learning. I think that the students will benefit most from activities that facilitate this type of learning because they are responsible for their learning and will take more interest and desire in completing it.

I think that this unit follows in a good pattern for the year plan of topics because adjectives are involved with everyday writing and reading and build onto more difficult parts of speech like adverbs. Therefore, a better understanding of this foundational component will lead to more in-depth and content-specific understanding in the future.

Rationale- This unit is worth teaching because it helps give students a deeper understanding about an important part of speech. The students, with the knowledge of adjectives, are becoming more comfortable with their writing and making it more complete. Adjectives will help the students be able to make their writing more detailed and specific. They will also be able to make their writing more descriptive and informative to the readers. At this age, students need hands-on activities and need to be given the opportunity to be exposed to all of the learning styles in order to fully understand and comprehend the concept. This unit is a very exciting and hands-on unit that will strengthen the knowledge base that students already have as well as extend their learning to promote the highest level of student achievement.

Relationship to National and State Standards- This unit relates directly to the national and state standards. The national standards are much broader and leave a lot more room for interpretation. The national standards are for grade K-4 and the state standards are specifically for the 4th grade. National Standard English and Language Arts- Standard 6 Levels K-4:

Students apply knowledge of language structure, language conventions (e.g.spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.

By closely observing students’ writing processes and carefully reading their work, teachers can see which aspects of language structure are giving students trouble and help them learn these concepts through instruction and practice. It is also important for students to discover that grammar, spelling, and punctuation are useful not only in the context of fixing problems or mistakes; they can be studied effectively in a workshop context in which students work together to expand their repertoire of syntactic and verbal styles. When students connect the study of grammar and language patterns to the wider purposes of communication and artistic development, they are considerably more likely to incorporate such study into their working knowledge. State Standards Language Arts Elements of Language 4.3.01c -TLW use adjectives correctly. Resources- 1.) Mama Mia’s Menus 2.) Mama Mia’s pizza boxes 3.) Hairy, Scary, Ordinary: What Is An Adjective? by Brian P. Cleary,

illus. by Jenya Prosmitsky 4.) Teacher-Generated Pre-test 5.) Teacher-Generated Post-test 6.) Language Arts book- MacMillan/McGraw-Hill, Adjectives--Unit 4 (pp.262-279) 7.) Language Arts book-MacMillan/McGraw-Hill, Workbook (Practice & Re-teach)

II. Unit Goals Grade: 4th Grade Content Area: Language Arts State Standard:

4.3.01c -TLW use adjectives correctly Goal Statements: -TLW identify adjectives within their reading. -TLW understand the uses and benefits of adjectives.

-TLW value and understand the reason and need for adjectives within our writing. Objectives: Day 1: Objective 1

-TSSBAT accurately identify adjectives in a cooperative group using brainstorming.

Day 2: Objective 1 -TSSBAT accurately identify adjectives within sentences using sentence strips.

Day 3: Objective 2 -TSSBAT correctly identify adjectives after linking verbs by creating sentence chains using paper links.

Day 4: Objective 3 -TSSBAT correctly identify proper adjectives and the nouns they modify

by completing a two-column chart.

Day 5: Objective 4 -TSSBAT accurately identify adjectives that compare by using word cards and sentence strips. Objective 5 -TSSBAT to compare using the adjectives: more and most by using word cards and sentence strips.

Day 6: REVIEW— Objective 1 -The student will be able to define and identify adjectives Objective 2 -The student will be able to identify adjectives after linking verbs. Objective 3 -The student will be able to identify proper adjectives and the nouns they modify. Objective 4

-The student will be able to identify adjectives that compare. Objective 5 -The student will be able to compare using the adjectives more and most.

Objective 6

-TSSBAT to use adjectives in their writing by completing a menu for a pizza restaurant. Day 7: Objective 6

-TSSBAT to use adjectives in their writing by completing a menu for a pizza restaurant.

IV. Assessment Plan

CARSON-NEWMAN COLLEGE Student Teacher Work Sample

Student Teacher Name: School/Grade/Subject: Jefferson Elementary/4th Grade/General Date: December 4, 2007

Assessment Plan

1. Describe your pre-assessment method(s) and be sure a copy of the test,

activity, or assignment is included in the unit when you turn it in. -I created and administered a pre-test to go with my language arts unit on adjectives. It was in the format of a multiple choice test, so that the students would be able to see the choices and it might be able to tap into their prior knowledge so that I would then be able to get a clearer idea of the level of mastery to set for that concept. I also created the pre-assessment in the form of a pre-test because I thought that the students would take it more seriously and therefore my results would be more accurate. However, the format of multiple choice also provides students with choices and therefore each answer will then provide me with a way to informally assess the students’ thought processes as well as their prior knowledge on the concept. I will also use the first day’s lesson as an informal form of pre-assessment as a way to find the students’ prior knowledge of adjectives.

2. How did you use the results of the pre-assessment to modify your unit and lessons for the whole class or for specific students? –The results of the pre-assessment helped me to see the areas that need to be strengthened as well as taught thoroughly from introduction, application, and exploration. I went back and included more detail in my lesson plans because the students were able to identify with the concept being taught. I learned that the students “guessed” correctly on the test but weren’t able to discuss and create their own learning when it came to the terminology. This assessment took place through observations and discussions with the students. One of the main focuses of the unit is for the students to start using adjectives correctly within their writing. I thought that all the information, terminology and concepts were developmentally appropriate.

3. Describe your post-assessment method(s) and be sure a copy of the test, activity, or assignment is included in the unit when you turn it in. –I used a formal test for my method of post-assessment. It covered the same concepts that were included on the pre-test which directly related to the objectives and the TN state standards that are given for this concept. The questions came in multiple choice formats. It was designed exactly like the pre-test with minor changes. I wanted to use this technique this time to be able to directly correlate the students’ learning with their prior knowledge shown on the pre-test. All of the questions were grouped by objectives with the objectives labeling each section. Each question was worth the same amount of points including the writing section at the end. There were four questions per objective in order to assess each objective accurately based on 100% scale. Each objective will then be able to be compared with the pre-test.

4. Describe what else you did informally or formally during the course of the lesson(s) to assess student understanding. –I informally assessed every day throughout the course of the lessons and unit. The techniques that were used include questioning, observation and end of the lesson activities. These activities contained the major highlights of the lesson and the concepts that were important for understanding the big pictures and reflected the purpose for the objectives and state standards. I used graphic organizers that were student generated. This not only helped the students to organize the information that was presented to them but it also gave me a chance to informally assess each individual student at the end of the lesson. Although all topics were reviewed the next day, this helped me to figure out which ones to review more thoroughly or completely incorporate into the next day’s lesson also. I also had the students to complete hands-on activities throughout the unit that were directly reflective of the objectives and state standards. The activities were built onto each other in order provide the appropriate scaffolding necessary to completely understand the concept thoroughly. The menus were also assessed to show the ability of the students to use their knowledge of adjectives within their writing as well as to help them fully understand the uses and benefits of adjectives.

5. How do you know that your objectives, pre-assessment, instruction, and post-assessment were aligned (consistent with each other)? –I know that my objectives, pre-assessment, instruction, and post-assessment were aligned and consistent with each other because I aligned my objectives with the Tennessee State Standards and then I labeled and identified each objective with the correct question within both the pre- and post-test as well as within each day’s lesson plan with the different activities. The pre-and post-test reflect the same concepts just in a different format and the test questions were taken from the daily lesson plans and activities which are directly related to the state and national standards.

Adjective Pre-Test Name: ____________________ Obj. 1 Directions: Circle an adjective from the sentence. 1. Carol bakes delicious cookies. a. bakes b. Carol c. delicious d. cookies 2. She likes to collect unusual recipes. a. collect b. unusual c. She d. likes 3. Her grandfather owns a popular bakery. a. grandfather b. bakery c. owns d. popular 4. Yesterday, Mom ordered a large batch of cookies. a. ordered b. Mom c. large d. cookies Obj. 2 5. The children were excited about the fair. a. were b. excited c. about d. fair 6. The weather was perfect for the event. a. perfect b. was c. for d. event 7. The sidewalk is crowded with people. a. sidewalk b. is c. people d. crowded 8. The cotton candy stand is busy. a. candy b. busy c. stand d. is

Obj. 3 Directions: Circle the proper adjective from the sentence. 9. We ate Swedish meatballs, flat noodles, and green salad at the fair. a. We b. Swedish c. flat d. green 10. Amanda watched country dancers and listened to African music. a. Amanda b. country c. African d. music 11. A Japanese restaurant is on the corner. a. restaurant b. is c. corner d. Japanese 12. They were selling Egyptian crystal at the red tent. a. They b. Egyptian c. red d. crystal Obj. 4 Directions: Circle the adjective that best completes the sentence. 13. Garden Café has the __________ prices in town. a. lower b. lowest c. low d. lowerest 14. Their food is __________ than the food at Taco Bell. a. yummy b. yummier c. yummiest d. yum 15. They have the __________ sandwiches I’ve ever seen! a. biggest b. big c. bigest d. bigger 16. Their Garden Special salad is the __________ salad of all. a. goodest b. best c. bestest d. better

Obj. 5 Directions: Circle the correct choice that completes the sentence. 17. I think zoos are __________ enjoyable than amusement parks. a. more b. most 18. Our city’s zoo has the __________ creative exhibits of all. a. more b. most 19. The children’s zoo is the __________ fascinating place to visit. a. more b. most 20. The gorillas are __________ impressive than the snakes. a. more b. most Obj. 6 Directions: Write a descriptive paragraph describing your favorite animal. Your paragraph must have at least 4 sentences.

You must include at least 4 adjectives. Underline the adjectives that you include.

Adjective Post-Test Name: ____________________ Obj. 1 Directions: Circle an adjective from the sentence. 1. Carol bakes delicious cookies. a. bakes b. Carol c. delicious d. cookies 2. She likes to collect unusual recipes. a. collect b. unusual c. She d. likes 3. Her grandfather owns a popular bakery. a. grandfather b. bakery c. owns d. popular 4. Yesterday, Mom ordered a large batch of cookies. a. ordered b. Mom c. large d. cookies Obj. 2 5. The children were excited about the fair. a. were b. excited c. about d. fair 6. The weather was perfect for the event. a. perfect b. was c. for d. event 7. The sidewalk is crowded with people. a. sidewalk b. is c. people d. crowded 8. The cotton candy stand is busy. a. candy b. busy c. stand d. is

Obj. 3 Directions: Circle the proper adjective from the sentence. 9. We ate Swedish meatballs, flat noodles, and green salad at the fair. a. We b. Swedish c. flat d. green 10. Amanda watched country dancers and listened to African music. a. Amanda b. country c. African d. music 11. A Japanese restaurant is on the corner. a. restaurant b. is c. corner d. Japanese 12. They were selling Egyptian crystal at the red tent. a. They b. Egyptian c. red d. crystal Obj. 4 Directions: Circle the adjective that best completes the sentence. 13. Garden Café has the __________ prices in town. a. lower b. lowest c. low d. lowerest 14. Their food is __________ than the food at Taco Bell. a. yummy b. yummier c. yummiest d. yum 15. They have the __________ sandwiches I’ve ever seen! a. biggest b. big c. bigest d. bigger 16. Their Garden Special salad is the __________ salad of all. a. goodest b. best c. bestest d. better

Obj. 5 Directions: Circle the correct choice that completes the sentence. 17. I think zoos are __________ enjoyable than amusement parks. a. more b. most 18. Our city’s zoo has the __________ creative exhibits of all. a. more b. most 19. The children’s zoo is the __________ fascinating place to visit. a. more b. most 20. The gorillas are __________ impressive than the snakes. a. more b. most Obj. 6 Directions: Write a descriptive paragraph describing yourself. Your paragraph must have at least 4 sentences.

You must include at least 4 adjectives. Underline the adjectives that you include.

V. Lesson Plans

Grammar Adjectives-Pre-test & Intro

Objectives 4.3.01d -TLW use adjectives appropriately Materials Adjective Pre-test Hairy, Scary, Ordinary: What is an Adjective? By Brian P. Cleary illus. Jenya Prosmitsky Vocabulary Adjective- a word that describes a noun Procedures Introduction: -Administer the adjective pre-test -Read the book Hairy, Scary, Ordinary: What is an Adjective? -Introduce adjectives. Application: -Have each table brainstorm adjectives for the 5 different senses. -One person will write them on a piece of notebook paper. Exploration: **Higher-Order Thinking Question** Why is it important to include adjectives in our writing? -Have tables share their brainstorm list. -Create a master list of all the adjectives Evaluation -The pre-test will be graded and used as an assessment tool Assessment -Were the students able to use adjectives appropriately? -Use informal assessment to check for student understanding. -If needed re-teach concept. Modifications High-level- Have students go through a chapter in a book and pick out the adjectives. Low-level- Give students a list of adjectives and have them put them in the correct category. Extra Activity -Have students write in their journal about the their Halloween costume or their favorite character in a book using at least four adjectives. Lesson Reflection

Grammar Day 1-Adjectives

TN State Standard 4.3.01c -TLW use adjectives correctly Objectives Objective 1 -Students will be able to define and identify adjectives using cooperative learning and brainstorming activities. Materials Pizza boxes Construction paper Scissors Markers Notebook paper Colored Dots Vocabulary Adjective- a word that describes a noun (person, place or thing) Procedures Introduction: -Explain to the students that an adjective is a word that describes a noun (person, place, or thing). -Adjectives can tell how something looks, tastes, feels, smells or sounds. -Adjectives answer questions like: How many? How big? What kind? Which one? -Explain that we are going to be brainstorming a list of adjectives with our groups. -Ask the students for the meaning of brainstorming? -Guide the students to put down all the adjectives that they think of. -Explain to the students that they will be working with their groups and that each person will have a different job. -We will rotate so each person will have the opportunity to do each job. -The colored dot that the student has will determine his/her job. -Explain the colored dots.

Jobs Thinker- This student will be the brainstormer for the session. The student will come up with all the adjectives that he/she can think of for the sense that is given. This student will also add any other adjectives that other groups announce. Recorder- This student will write down all of the adjectives that the thinker says. This student will also announce the list to the other students in the class. Helper- This student will say a different noun to help guide the Thinker’s mind for other possible adjectives to add to the list. Checker- This student will edit the list after the time is up and make sure that all the words that were recorded were adjectives (do the words help to describe a noun?) Announcer- (for the group of 5) This student will read the list of adjectives that the Thinker brainstormed. (Recorder will be the Announcer for the groups of 4) Application: -I will pass out the colored dots and all the materials needed. -Students will be given 3 minutes for each brainstorm session. -If students are struggling with brainstorming then the Helper can reference the list of nouns to help the Thinker generate ideas for adjectives. -After all brainstorming is complete the announcer will announce the adjectives. -The recorder will write all of the new adjectives that other groups come up with. Exploration: -When all groups have had the opportunity to brainstorm and record all other responses, then the students will flip their colored dots over and that will become their new job. Jobs Writer- This student will take the rough drafts and record the words onto construction paper for a final copy. Writer II- This student will take the other rough drafts and record the words onto construction paper to be used for the final copy. Gluer- This student will take the words that are written onto construction paper and place glue on the back. Placer- This student will take the glued piece of paper and place it under the correct category (sense) in the pizza box. Supervisor- (for the group of 5)This student will make sure that all of the duties are being performed with efficiency and will add their help for whatever position needs it.

Exit Ticket for Lunch ***Higher-order thinking question*** What would reading be like if adjectives didn’t exist? Why? -Have students write their answers on the index cards. Evaluation -The pizza boxes will be taken as a group grade. Total Points

Available (100 pts)

Were all the jobs

completed efficiently?

(20 pts)

Were there adjectives for each

section in the pizza box? (20

pts)

Did all the group

members participate in the activity?

(20 pts)

Did groups work together cooperatively?

(20 pts)

Did all the groups stay on task?

(20 pts)

Table 1 Table 2 Table 3 Table 4 Table 5

Assessment -Informal observations will be taken during the activity.

-Look for conversation that is on topic and helpful to others. -Look for students to be on task and active participation.

-Were students able to define and identify adjectives? Modifications High-level- Have student create a cover for the pizza box using at least two adjectives in the title. Low-level- Have student look at noun list to help think of adjectives. The Helper will help the student with any job that he/she has during the activity. Extra Activity -Have students go through a newspaper, book or magazine and write down all of the adjectives that you find and add those adjectives to the pizza box. Lesson Reflection

Helper Sheet

beach

marble

pizza

panda

dog

cat

winter

summer

spring

fall

ice cream

cookie

tree

blanket

pencil

pool

lake

ocean

ball

restaurant

bike

playground

slide

swing

kitchen

flower

rose

grass

tea

chips

car

fruit

vegetable

videogame

vacation

candy

costume

pumpkin

animal

Grammar Day 2: Identifying Adjectives within Sentences

TN State Standard 4.3.01c -TLW use adjectives correctly Objective Objective 1 -Students will be able to define and identify adjectives within sentences using sentence strips. Materials Sentence Strips White boards lesson review Vocabulary Adjective- a word that describes a noun (person, place or thing) Procedures Introduction: -Explain that adjectives are words that describe nouns. -Adjectives can tell what kind and how many. Adjectives usually come before the nouns they describe. Elephants are large animals. There are two kinds of elephants. There are African elephants. There are Indian elephants. -Students will be given different words that will create a sentence. -Sentences will be color coded in order to know which words go with which sentences. -One at a time the students with certain sentences will go up to the front of the class and they will try to put themselves in order so that the sentence will make sense. -Once the students are in order and form a complete thought then the students that are sitting in the audience will pick out the students in the sentence that are nouns. -Once the nouns are identified then the students in the audience will pick out the adjectives in the sentences as well as the nouns that they modify.

Application: -The teacher will present the class with examples and they will write the adjective and draw an arrow to the noun that it describes. -This will be used as informal assessment of student understanding. Exploration: -Students will work together on a lesson review. -The partner conversation needs to be on topic and the actions need to be on task. -The teacher will monitor and adjust as needed. Exit Ticket for Lunch ***Higher-order thinking question*** Why is it important for us to use adjectives when we speak and write? -Have students write their answers on the index cards. Evaluation -Lesson review will be taken as a grade -Students will correct and return the lesson review as needed. -Students will be offered extra help during recess time and morning work. Assessment -Informal observations will be taken during the activity.

-Look for conversation that is on topic and helpful to others. -Look for students to be on task and be actively participating.

-Were students able to define and identify adjectives? Modifications High-level- Students can work in groups to create “treasure hunts.” Have them start hiding an object somewhere in the room. Then they can create clues to find the object. They should use adjectives in the clues, such as “Walk three long steps. Stop at the blue desk.” Allow time for groups to find each other’s “treasures.” Low-level- Students can work in pairs to create adjective collages. Have them look through magazines and newspapers. Students will clip adjectives and glue them to paper. The students will them underline adjectives that tell what kind and circle adjectives that tell how many. Lesson Reflection

Grammar Day 3- Adjectives After Linking Verbs

TN State Standard 4.3.01c -TLW use adjectives correctly Objective Objective 2 -Students will be able to identify adjectives after linking verbs by creating a sentence chain using paper links. Materials Construction paper links --color-coded-- yellow-linking verbs red-adjectives blue-nouns green-any other word in the sentence List of linking verbs hanging on the wall Vocabulary Adjective- a word that describes a noun (person, place or thing) Linking Verb- a form of the word be am is are was were Procedures Introduction: -Write the linking verbs up on the board. -Give each table a sentence and have them pick out the adjective and the noun that it describes. -Rotate the sentence. -Have students pick out the adjective, linking verb and the noun it describes. -Rotate again until all the sentences have been to all the tables.

-Ask the students if they see a trend within the sentences? -State that sometimes an adjective follows the noun it describes. The day was hot. -When an adjective comes after the noun it describes, the noun and the adjective are connected by a linking verb. Many of the customers were thirsty. -Show students more examples. The lemons are yellow. The ice is cold. Application: -Have students write 4 sentences of their own on a piece of paper. -The sentence must include a noun, a linking verb and an adjective. -The students will switch papers with a partner and that partner will check to make sure that the sentences have all the components. Exploration: -Students will then be given the materials that they need to make a sentence chain. -They will create these in order to show how the linking verb “links” the noun and adjective together. -They will be given the list of colors and what they correspond to.

yellow-linking verbs red-adjectives blue-nouns green-any other word in the sentence -The students will get the colors that they need and write the words that go on each color. -There will be on strip for each individual word in the sentence. -After all the words are written down then the students will connect them and glue the chain together by making each word into a link in the chain. -The color-coded words will be easily identifiable to the students and others reading the sentence. Evaluation -Chain sentences will be graded for accuracy of sentence writing as well as linking verb and adjective identification.

Assessment -Informal observations will be taken during the activity.

-Look for conversation that is on topic and helpful to others. -Look for students to be on task and active participation.

-Were the students able to identify adjectives after linking verbs? Modifications/ Extra Activity High-level- Ask students to visualize a place they would like to visit. Then ask them to write poems about the place, being certain to include descriptions that will help readers create clear pictures in their minds. At least half of the lines in the poems should have linking verbs followed by adjectives. The beach was beautiful. The sand was hot. The sun was warm. The wind was soft. Low-level- Pairs of students can play a guessing game using a collection of objects related to the science unit of plants. One student chooses an object in the classroom (such as flower) and gives clues with a linking verb and an adjective, such as it is pink. After each clue the other student tries to guess what the object it. Lesson Reflection

Grammar Day 4- Proper Adjectives

TN State Standard 4.3.01f- use adjectives appropriately Objectives Objective 3 -The student should be able to identify proper adjectives and the nouns they modify by using a two-column chart. Materials Objects and pictures of objects from different countries. Sentence Strips Vocabulary Procedures Introduction: -Show the students the different objects and pictures of things from different countries. -American flag -Japanese hat -Mexican blanket -Indian Chai tea -Explain to the students that the majority of the time that we are describing nouns from other countries we are using a proper noun to describe them. -A proper noun is:

• specific • CAPITALIZED!

-A proper adjective is an adjective that is formed from a proper noun. Tom is Chinese. We flew the American flag. -The suffix –an, -ish, or –ese may be added to proper nouns to form proper adjectives.

Application: -Show students the chart: Proper Noun Proper Adjective Proper Noun Proper Adjective Africa African Japan Japanese America American Korea Korean Canada Canadian Mexico Mexican China Chinese Poland Polish Egypt Egyptian Russia Russian England English Spain Spanish Hawaii Hawaiian Sweden Swedish Italy Italian Turkey Turkish Exploration: -Students will partner up and look through books and try to find objects that are from different countries. -They will create and fill out a two-column chart.

Proper Adjective Object Mexican blanket

Evaluation -The two-column chart will be graded for accurate use and identification of a proper adjective as well as the noun that it modifies. Assessment -Were the students able to identify proper adjectives and the nouns they modify? -Use informal assessment to check for student understanding. -If needed re-teach concept during tutoring time

Modifications & Extra Activity High-level- Have students work with partners to generate proper adjectives for countries on a map. For each country they find, students can write the proper adjective on a sticky note and attach it to that country on the map. Low-level- Have students make a chart to classify proper adjectives according to their suffixes, including –an, -ish, -ese. Also include a category Other. Tell student to write the proper nouns with their adjectives as they classify them. for example: Hawaii/Hawaiian, Asia/Asian Their chart will be set up like this: -an -ish -ese other Korea/Korean Spain/Spanish Japan/Japanese France/French Lesson Reflection

Grammar Day 5- Adjectives that Compare

TN State Standard 4.3.01f - use adjectives appropriately Objectives Objective 4: -The student will be able to identify adjectives that compare by using word cards and sentence strips Objective 5: -The student will be able to compare using adjectives: more and most by using word cards and sentence strips. Materials -Word Cards -er -est -better -best -worse -worst -more -most -Sentence strips -Comprehension sheet Vocabulary compare- finding the similarities and differences between two or more objects Procedures Introduction: -Ask the students what compare means? -Explain that when we are comparing two or more things that we are describing and therefore we are using adjectives. -Adjectives that compare nouns often end in –er or –est -An adjective + -er compares two people, places or things. Cats are faster than dogs. -An adjective + -est compares more than two people, places or things. Cheetahs are the fastest animals.

-Use more or most with most longer adjectives. -Use more to compare two people, places, or things. Use most to compare more than two people, places or things. I think plays are more enjoyable than movies. I think plays are the most enjoyable form of entertainment. -Never use more or most with an adjective that already has an –er or –est ending. -The adjectives good and bad have special forms when used to compare. -Use better and worse to compare two people, places, or things. This summer was better than last summer. Last summer was worse than this summer. -Use best or worse to compare more than two people, places, or things. This was the best summer I can remember. Last summer was the worst summer I can remember. Application: -Pass out the words that contain all the possible ways that we will be able to use adjectives to compare nouns. -Present the students with examples of sentences that need to be changed in order to represent the correct way to show the description using comparison. -After the sentence is read then the students will hold up the card that they think best reflects the changes that need to occur in order for the sentence to be correct. -The teacher will use observation and informal assessment in order to check for student understanding. -Clarify the rules used for comparing nouns if students are having difficulty grasping the concept. Exploration: **Higher-Order Thinking Question** -Why do we use comparison adjectives in our writing? -Pass out the concept comprehension sheets to further check student understanding. Evaluation -A grade will be taken on the comprehension guide. -This will be corrected and returned if necessary -Extra tutoring time will be offered and required for students that need reinforcement on the concept.

Assessment Objective 4: -Were the students able to identify adjectives that compare? Objective 5: -Were the students able to compare using adjectives: more and most? -Use informal assessment to check for student understanding. -If needed re-teach concept during tutoring time Modifications High-level- The students will be asked to write down all the comparing adjectives that they notice during their reading. Low-level- The student’s work will be reduced and modified in order to fit each student’s needs. The student’s work will be monitored closely. Extra Activity -Write on the board: bigger/biggest shorter/shortest taller/tallest stronger/strongest faster/fastest lighter/lightest -Allow students to get in partners and use the words to compare their favorite athletes in sports or characters from a book. Lesson Reflection

Grammar Day 6- Adjective Review and Pizza Menus

TN State Standard 4.3.01f - use adjectives appropriately Objectives Objective 1 -The student will be able to define and identify adjectives Objective 2 -The student will be able to identify adjectives after linking verbs. Objective 3 -The student will be able to identify proper adjectives and the nouns they modify. Objective 4 -The student will be able to identify adjectives that compare. Objective 5 -The student will be able to compare using the adjectives more and most. Objective 6 -The student will be able to use adjectives in writing by creating menus for a pizza restaurant. Materials -Adjective Review Sheet -Examples Pizza Menus from Mama Mia’s -Menu Paper -Markers -White boards Procedures Introduction: -Go over each way that adjectives can be used. -Use the white boards for instant feedback from the students and modify the review as needed.

Application: -Pass out the adjective review sheet -Read from the review sheet for the students -Ask the students if they have any questions about the review -Allow the students the necessary time to complete the review -Walk around and monitor the students’ work. -Answer any student-questions and clarify and student misunderstanding Exploration: -Allow students the opportunity to begin coming up with adjectives to use in their pizza menus. Evaluation -The review sheet will taken as a grade and the brief review tomorrow on the test will be based off of the needs of the students from the review. Assessment Objective 1 -Were the students able to define and identify adjectives? Objective 2 -Were the students able to identify adjectives after linking verbs? Objective 3 -Were the students able to identify proper adjectives and the nouns they modify? Objective 4 -Were the students able to identify adjectives that compare? Objective 5 -Were the students able to compare using the adjectives more and most? Objective 6 -Were the students able to use adjectives in writing? -If needed re-teach concept during tutoring time Modifications High-level- Students must include at least two adjectives for each item on the menu. Low-level- Provide the students with the proper feedback on concepts that need some reinforcement. Allow the students to be paired up with a peer tutor. Extra Activity -Students will be given time to continue working on their pizza menu. Lesson Reflection

Grammar Day 7- Final Copy of Pizza Menu

TN State Standard 4.3.01f - use adjectives appropriately Objectives Objective 6 -The student will use adjectives in writing by creating a menu for a pizza restaurant. Materials -Example pizza menu from Mama Mia’s -Adjective pizza boxes -Notebook paper -Menu Paper -Markers -Rough Draft Menu Procedures Introduction: -Students will finish up the rough draft of their pizza menu. -Students will revise and edit the menu and make any of the necessary changes. -After the students self-correct, then they will have one of their partners look over the menu and make and additional changes. -After two sets of eyes have looked at the menu the student will be ready to move onto their final copy. Application: -The students will get the final copy menu paper -The students will reproduce their rough draft with the editing changes onto their final draft. Exploration: -Students will complete their final copy of the Pizza Menu -Students will edit their final copies and make any necessary changes. -Students will then draw illustrations on their menu to make the menu complete.

Evaluation -The Pizza Menu will be graded for accurate use of adjectives in order to better writing and will use a rubric to score.

Scoring Rubric for Pizza Menu 4—Excellent 3—Good 2—Fair 1--Unsatisfactory Ideas & Content

Presents details with great use of adjectives

Creates a descriptive piece but uses general adjectives

Uses adjectives but loses sight of purpose

Gives ineffective use of adjectives

Organization Follows a logical sequence that flows smoothly and is set up like a real menu

Uses easy-to-follow sequence

Loosely connects the components of a menu

Writing is hard to follow and adjectives are used in an unclear way

Word Choice Displays mastery of vocabulary by choosing descriptive, vivid words

Uses words with confidence to describe

Does not use words that describe effectively

Has difficulty using the right words

Sentence Fluency

Well-crafted simple and complex sentences construct a natural rhythm

Crafts easy-to-follow sentences, with variety in sentence structure

Uses simple sentences and has difficulty constructing more complicated sentence structures

Sentences are choppy and do not flow naturally

Conventions Exhibits a knowledge of most writing conventions

Spelling, capitalization, punctuation, and usage are mostly correct

Makes noticeable grammatical errors that interrupt the flow of the article

Makes obvious and repeated errors in spelling, word choice, and punctuation which interfere with comprehension

Assessment -Menus will be formally assessed by the use of a rubric. -Were the students able to use adjectives in writing? Modifications High-level- Students will help with low-level students and the editing of their menus Low-level- Students will be paired up with an editing partner. Extra Activity -Students will be allowed to completely decorate the cover of their menu with patterns and a title for their restaurant. Lesson Reflection

Grammar Adjective Post-Test

TN State Standard 4.3.01f - use adjectives appropriately Objectives Objective 1 -The student will be able to define and identify adjectives Objective 2 -The student will be able to identify adjectives after linking verbs. Objective 3 -The student will be able to identify proper adjectives and the nouns they modify. Objective 4 -The student will be able to identify adjectives that compare. Objective 5 -The student will be able to compare using the adjectives more and most. Objective 6 -The student will be able to use adjectives in writing. Materials Adjective Post-Test Procedures Introduction: -Briefly review the definition of an adjective. -Ask the students if they have any questions that they would like to review before the test starts. Application: -Pass out the test and go over the directions with the students. Exploration: -Administer the test and allow the students the time that they will need in order to finish the test thoroughly.

Evaluation -The post-test will be taken as a grade and evaluated for teacher effectiveness. -Adjective Unit will be adjusted to best-fit the needs of the students for future years. Assessment -The post-test will be divided by each individual objective. -Each objective will be entered into a database where each student will be assessed by their achievement on each individual objective. Modifications High-level- The students will be required to include at least 6 adjectives in their descriptive paragraph. Low-level- The test will be modified and the options for test answers will be reduced to two choices instead of four. Extra Activity -Students will be given the opportunity to work on their Pizza Menus when they have completed and looked over their Adjective Test. Lesson Reflection

Student Name Gender SES Achvmnt Total Pre-

Assmnt

Total Post-

Assmnt Gains MasteryJacob B. M middle low 67 88 Pos YesAbby F high high 96 100 Mt YesDallas F middle middle 54 83 Pos YesRiley M high high 75 100 Pos YesDestiny F middle high 92 100 Mt YesZack M middle high 96 100 Mt YesNikki F middle middle 58 79 Pos YesRyan M middle middle 33 71 Pos NoLance M middle middle 42 79 Pos YesKailey F middle middle 92 88 Mt YesMatthew M low low 42 71 Pos NoTaylor F low middle 83 100 Mt YesCharles M low middle 63 96 Pos YesDalton M middle low 54 88 Pos YesSydney F middle high 96 100 Mt YesAlexis F low middle 50 96 Pos YesCole M middle high 42 100 Pos YesJoelene F low low 21 79 Pos YesJacob S. M low middle 75 100 Pos YesChristian M middle middle 67 96 Pos Yes

Class Average 65 91 Pos Yes

Objectives:1. TSSBAT accurately identify adjectives.2. TSSBAT correctly identify adjectives after linking verbs.3. TSSBAT correctly idenitfy proper adjectives and the nouns they modify.4. TSSBAT accurately identify adjectives that compare.5. TSSBAT compare using the adjectives: more and most. Key:6. TSSBAT use adjectives in their writing. Pos - Gains >20%

Mt - Maintains -19%-+19%Neg - Negative Gains >-20%Yes - Mastery >75%No - Non-Mastery < 75%

Student Name Obj 1 Obj 2Pre Post Gains Mastery Pre Post Gains Mastery

Jacob B. 0 100 Pos Yes 100 100 Mt YesAbby 75 100 Pos Yes 100 100 Mt YesDallas 25 100 Pos Yes 75 100 Pos YesRiley 100 100 Mt Yes 100 100 Mt YesDestiny 100 100 Mt Yes 100 100 Mt YesZack 100 100 Mt Yes 100 100 Mt YesNikki 25 25 Mt No 50 100 Pos YesRyan 0 50 Pos No 0 100 Pos YesLance 0 75 Pos Yes 50 75 Pos YesKailey 100 100 Mt Yes 100 75 Neg YesMatthew 50 50 Mt No 0 100 Pos YesTaylor 100 100 Mt Yes 100 100 Mt YesCharles 0 100 Pos Yes 50 100 Pos YesDalton 25 75 Pos Yes 50 100 Pos YesSydney 100 100 Mt Yes 75 100 Pos YesAlexis 0 100 Pos Yes 75 100 Pos YesCole 0 100 Pos Yes 0 100 Pos YesJoelene 25 100 Pos Yes 50 100 Pos YesJacob S. 100 100 Mt Yes 100 100 Mt YesChristian 100 100 Mt Yes 100 75 Neg Yes

Class Average 51 89 Pos Yes 69 96 Pos Yes

Objectives:1. TSSBAT accurately identify adjectives.2. TSSBAT correctly identify adjectives after linking verbs.3. TSSBAT correctly idenitfy proper adjectives and the nouns they modify.4. TSSBAT accurately identify adjectives that compare.5. TSSBAT compare using the adjectives: more and most. Key:6. TSSBAT use adjectives in their writing. Pos - Gains >20%

Mt - Maintains -19%-+19%Neg - Negative Gains >-20%Yes - Mastery >75%No - Non-Mastery < 75%


Jacob B. 25 25 Mt No 75 100 Pos YesAbby 100 100 Mt Yes 100 100 Mt YesDallas 75 100 Pos Yes 50 50 Mt NoRiley 25 100 Pos Yes 75 100 Pos YesDestiny 100 100 Mt Yes 100 100 Mt YesZack 75 100 Pos Yes 100 100 Pos YesNikki 50 100 Pos Yes 100 100 Mt YesRyan 25 75 Pos Yes 100 50 Neg NoLance 25 100 Pos Yes 75 100 Pos YesKailey 75 100 Pos Yes 100 100 Mt YesMatthew 25 75 Pos Yes 25 50 Pos NoTaylor 50 100 Pos Yes 100 100 Mt YesCharles 75 100 Pos Yes 100 100 Mt YesDalton 75 75 Mt Yes 50 75 Pos YesSydney 100 100 Mt Yes 100 100 Mt YesAlexis 25 100 Pos Yes 100 100 Mt YesCole 50 100 Pos Yes 75 100 Pos YesJoelene 0 100 Pos Yes 0 75 Pos YesJacob S. 50 100 Pos Yes 75 100 Pos YesChristian 25 100 Pos Yes 75 100 Pos Yes

Class Average 53 93 Pos Yes 79 90 Mt Yes

Objectives:1. TSSBAT accurately identify adjectives.2. TSSBAT correctly identify adjectives after linking verbs.3. TSSBAT correctly idenitfy proper adjectives and the nouns they modify.4. TSSBAT accurately identify adjectives that compare.5. TSSBAT compare using the adjectives: more and most.6. TSSBAT use adjectives in their writing. Key:

Pos - Gains >20%Mt - Maintains -19%-+19%Neg - Negative Gains >-20%Yes - Mastery >75%No - Non-Mastery < 75%


Jacob B. 100 100 Mt Yes 100 100 Mt YesAbby 100 100 Mt Yes 100 100 Mt YesDallas 100 100 Mt Yes 0 50 Pos NoRiley 100 100 Mt Yes 50 100 Pos YesDestiny 100 100 Mt Yes 50 100 Pos YesZack 100 100 Mt Yes 100 100 Mt YesNikki 100 75 Neg Yes 25 75 Pos YesRyan 75 100 Pos Yes 0 50 Pos NoLance 100 100 Mt Yes 0 25 Mt NoKailey 100 75 Neg Yes 75 75 Mt YesMatthew 100 75 Neg Yes 50 75 Pos YesTaylor 100 100 Mt Yes 50 100 Pos YesCharles 100 75 Neg Yes 50 100 Pos YesDalton 100 100 Mt Yes 25 100 Pos YesSydney 100 100 Mt Yes 100 100 Mt YesAlexis 100 75 Neg Yes 0 100 Pos YesCole 100 100 Mt Yes 25 100 Pos YesJoelene 50 100 Pos Yes 0 0 Mt NoJacob S. 75 100 Pos Yes 50 100 Pos YesChristian 100 100 Mt Yes 0 100 Pos Yes

Class Average 95 94 Mt Yes 43 83 Pos Yes

Objectives:1. TSSBAT accurately identify adjectives.2. TSSBAT correctly identify adjectives after linking verbs.3. TSSBAT correctly idenitfy proper adjectives and the nouns they modify.4. TSSBAT accurately identify adjectives that compare.5. TSSBAT compare using the adjectives: more and most.6. TSSBAT use adjectives in their writing. Key:

Pos - Gains >20%Mt - Maintains -19%-+19%Neg - Negative Gains >-20%Yes - Mastery >75%No - Non-Mastery < 75%

Student Name Gender Total Pre-

Assmnt

Total Post-

Assmnt Gains MasteryJacob B. M 67 88 Pos YesRiley M 75 100 Pos YesZack M 96 100 Mt YesRyan M 33 71 Pos NoLance M 42 79 Pos YesMatthew M 42 71 Pos NoCharles M 63 96 Pos YesDalton M 54 88 Pos YesCole M 42 100 Pos YesJacob S. M 75 100 Pos YesChristian M 67 96 Pos YesTotal 60 90 Pos Yes

Abby F 96 100 Mt YesDallas F 54 83 Pos YesDestiny F 92 100 Mt YesNikki F 58 79 Pos Yes Key:Kailey F 92 88 Mt Yes Pos - Gains >20%Taylor F 83 100 Mt Yes Mt - Maintains -19%-+19%Sydney F 96 100 Mt Yes Neg - Negative Gains >-20%Alexis F 50 96 Pos Yes Yes - Mastery >75%Joelene F 21 79 Pos Yes No - Non-Mastery < 75%Total 71 92 Pos Yes

Objectives:1. TSSBAT accurately identify adjectives.2. TSSBAT correctly identify adjectives after linking verbs.3. TSSBAT correctly idenitfy proper adjectives and the nouns they modify.4. TSSBAT accurately identify adjectives that compare.5. TSSBAT compare using the adjectives: more and most.6. TSSBAT use adjectives in their writing.

Obj 1Student Name Gender Pre Post Gains Mastery

Jacob B. M 0 100 Pos YesRiley M 100 100 Mt YesZack M 100 100 Mt YesRyan M 0 50 Pos NoLance M 0 75 Pos Yes Key:Matthew M 50 50 Mt No Pos - Gains >20%Charles M 0 100 Pos Yes Mt - Maintains -19%-+19%Dalton M 25 75 Pos Yes Neg - Negative Gains >-20%Cole M 0 100 Pos Yes Yes - Mastery >75%Jacob S. M 100 100 Mt Yes No - Non-Mastery < 75%Christian M 100 100 Mt YesTotal 43 86 Pos Yes

Abby F 75 100 Pos YesDallas F 25 100 Pos YesDestiny F 100 100 Mt YesNikki F 25 25 Mt NoKailey F 100 100 Mt YesTaylor F 100 100 Mt YesSydney F 100 100 Mt YesAlexis F 0 100 Pos YesJoelene F 25 100 Pos YesTotal 61 92 Pos Yes



Jacob B. M 100 100 Mt YesRiley M 100 100 Mt YesZack M 100 100 Mt YesRyan M 0 100 Pos YesLance M 50 75 Pos YesMatthew M 0 100 Pos YesCharles M 50 100 Pos YesDalton M 50 100 Pos YesCole M 0 100 Pos YesJacob S. M 100 100 Mt YesChristian M 100 75 Neg YesTotal 59 95 Pos Yes

Abby F 100 100 Mt YesDallas F 75 100 Pos YesDestiny F 100 100 Mt YesNikki F 50 100 Pos Yes Key:Kailey F 100 75 Neg Yes Pos - Gains >20%Taylor F 100 100 Mt Yes Mt - Maintains -19%-+19%Sydney F 75 100 Pos Yes Neg - Negative Gains >-20%Alexis F 75 100 Pos Yes Yes - Mastery >75%Joelene F 50 100 Pos Yes No - Non-Mastery < 75%Total 81 97 Mt Yes



Jacob B. M 25 25 Mt NoRiley M 25 100 Pos YesZack M 75 100 Pos YesRyan M 25 75 Pos YesLance M 25 100 Pos YesMatthew M 25 75 Pos Yes Key:Charles M 75 100 Pos Yes Pos - Gains >20%Dalton M 75 75 Mt Yes Mt - Maintains -19%-+19%Cole M 50 100 Pos Yes Neg - Negative Gains >-20%Jacob S. M 50 100 Pos Yes Yes - Mastery >75%Christian M 25 100 Pos Yes No - Non-Mastery < 75%Total 43 86 Pos Yes

Abby F 100 100 Mt YesDallas F 75 100 Pos YesDestiny F 100 100 Mt YesNikki F 50 100 Pos YesKailey F 75 100 Pos YesTaylor F 50 100 Pos YesSydney F 100 100 Mt YesAlexis F 25 100 Pos YesJoelene F 0 100 Pos YesTotal 64 100 Pos Yes



Jacob B. M 75 100 Pos YesRiley M 75 100 Pos YesZack M 100 100 Pos YesRyan M 100 50 Neg NoLance M 75 100 Pos YesMatthew M 25 50 Pos NoCharles M 100 100 Mt YesDalton M 50 75 Pos YesCole M 75 100 Pos YesJacob S. M 75 100 Pos YesChristian M 75 100 Pos YesTotal 75 87 Mt Yes

Abby F 100 100 Mt YesDallas F 50 50 Mt NoDestiny F 100 100 Mt Yes Key:Nikki F 100 100 Mt Yes Pos - Gains >20%Kailey F 100 100 Mt Yes Mt - Maintains -19%-+19%Taylor F 100 100 Mt Yes Neg - Negative Gains >-20%Sydney F 100 100 Mt Yes Yes - Mastery >75%Alexis F 100 100 Mt Yes No - Non-Mastery < 75%Joelene F 0 75 Pos YesTotal 83 92 Mt Yes



Jacob B. M 100 100 Mt YesRiley M 100 100 Mt YesZack M 100 100 Mt YesRyan M 75 100 Pos YesLance M 100 100 Mt YesMatthew M 100 75 Neg Yes Key:Charles M 100 75 Neg Yes Pos - Gains >20%Dalton M 100 100 Mt Yes Mt - Maintains -19%-+19%Cole M 100 100 Mt Yes Neg - Negative Gains >-20%Jacob S. M 75 100 Pos Yes Yes - Mastery >75%Christian M 100 100 Mt Yes No - Non-Mastery < 75%Total 95 95 Mt Yes

Abby F 100 100 Mt YesDallas F 100 100 Mt YesDestiny F 100 100 Mt YesNikki F 100 75 Neg YesKailey F 100 75 Neg YesTaylor F 100 100 Mt YesSydney F 100 100 Mt YesAlexis F 100 75 Neg YesJoelene F 50 100 Pos YesTotal 94 92 Mt Yes



Jacob B. M 100 100 Mt YesRiley M 50 100 Pos YesZack M 100 100 Mt YesRyan M 0 50 Pos NoLance M 0 25 Mt NoMatthew M 50 75 Pos YesCharles M 50 100 Pos YesDalton M 25 100 Pos YesCole M 25 100 Pos YesJacob S. M 50 100 Pos YesChristian M 0 100 Pos YesTotal 41 86 Pos Yes

Abby F 100 100 Mt YesDallas F 0 50 Pos NoDestiny F 50 100 Pos YesNikki F 25 75 Pos YesKailey F 75 75 Mt YesTaylor F 50 100 Pos Yes Key:Sydney F 100 100 Mt Yes Pos - Gains >20%Alexis F 0 100 Pos Yes Mt - Maintains -19%-+19%Joelene F 0 0 Mt No Neg - Negative Gains >-20%Total 44 78 Pos Yes Yes - Mastery >75%

No - Non-Mastery < 75%Objectives:1. TSSBAT accurately identify adjectives.2. TSSBAT correctly identify adjectives after linking verbs.3. TSSBAT correctly idenitfy proper adjectives and the nouns they modify.4. TSSBAT accurately identify adjectives that compare.5. TSSBAT compare using the adjectives: more and most.6. TSSBAT use adjectives in their writing.

Student Name SES Total Pre-

Assmnt

Total Post-

Assmnt Gains MasteryMatthew low 42 71 Pos NoTaylor low 83 100 Mt YesCharles low 63 96 Pos YesAlexis low 50 96 Pos YesJoelene low 21 79 Pos YesJacob S. low 75 100 Pos YesTotal 56 90 Pos Yes

Jacob B. middle 67 88 Pos Yes Key:Dallas middle 54 83 Pos Yes Pos - Gains >20%Destiny middle 92 100 Mt Yes Mt - Maintains -19%-+19%Zack middle 96 100 Mt Yes Neg - Negative Gains >-20%Nikki middle 58 79 Pos Yes Yes - Mastery >75%Ryan middle 33 71 Pos No No - Non-Mastery < 75%Lance middle 42 79 Pos YesKailey middle 92 88 Mt YesDalton middle 54 88 Pos YesSydney middle 96 100 Mt YesCole middle 42 100 Pos YesChristian middle 67 96 Pos YesTotal 66 89 Pos Yes

Abby high 96 100 Mt YesRiley high 75 100 Pos YesTotal 86 100 Mt Yes


Obj 1Student Name SES Pre Post Gains Mastery

Matthew low 50 50 Mt NoTaylor low 100 100 Mt YesCharles low 0 100 Pos YesAlexis low 0 100 Pos YesJoelene low 25 100 Pos YesJacob S. low 100 100 Mt YesTotal 46 92 Pos Yes

Jacob B. middle 0 100 Pos Yes Key:Dallas middle 25 100 Pos Yes Pos - Gains >20%Destiny middle 100 100 Mt Yes Mt - Maintains -19%-+19%Zack middle 100 100 Mt Yes Neg - Negative Gains >-20%Nikki middle 25 25 Mt No Yes - Mastery >75%Ryan middle 0 50 Pos No No - Non-Mastery < 75%Lance middle 0 75 Pos YesKailey middle 100 100 Mt YesDalton middle 25 75 Pos YesSydney middle 100 100 Mt YesCole middle 0 100 Pos YesChristian middle 100 100 Mt YesTotal 48 85 Pos Yes

Abby high 75 100 Pos YesRiley high 100 100 Mt YesTotal 88 100 Mt Yes



Matthew low 0 100 Pos YesTaylor low 100 100 Mt YesCharles low 50 100 Pos YesAlexis low 75 100 Pos YesJoelene low 50 100 Pos YesJacob S. low 100 100 Mt YesTotal 63 100 Pos Yes

Jacob B. middle 100 100 Mt Yes Key:Dallas middle 75 100 Pos Yes Pos - Gains >20%Destiny middle 100 100 Mt Yes Mt - Maintains -19%-+19%Zack middle 100 100 Mt Yes Neg - Negative Gains >-20%Nikki middle 50 100 Pos Yes Yes - Mastery >75%Ryan middle 0 100 Pos Yes No - Non-Mastery < 75%Lance middle 50 75 Pos YesKailey middle 100 75 Neg YesDalton middle 50 100 Pos YesSydney middle 75 100 Pos YesCole middle 0 100 Pos YesChristian middle 100 75 Neg YesTotal 67 94 Pos Yes

Abby high 100 100 Mt YesRiley high 100 100 Mt YesTotal 100 100 Mt Yes



Matthew low 25 75 Pos YesTaylor low 50 100 Pos YesCharles low 75 100 Pos YesAlexis low 25 100 Pos YesJoelene low 0 100 Pos YesJacob S. low 50 100 Pos YesTotal 38 96 Pos Yes

Jacob B. middle 25 25 Mt No Key:Dallas middle 75 100 Pos Yes Pos - Gains >20%Destiny middle 100 100 Mt Yes Mt - Maintains -19%-+19%Zack middle 75 100 Pos Yes Neg - Negative Gains >-20%Nikki middle 50 100 Pos Yes Yes - Mastery >75%Ryan middle 25 75 Pos Yes No - Non-Mastery < 75%Lance middle 25 100 Pos YesKailey middle 75 100 Pos YesDalton middle 75 75 Mt YesSydney middle 100 100 Mt YesCole middle 50 100 Pos YesChristian middle 25 100 Pos YesTotal 58 90 Pos Yes

Abby high 100 100 Mt YesRiley high 25 100 Pos YesTotal 63 100 Pos Yes



Matthew low 25 50 Pos NoTaylor low 100 100 Mt YesCharles low 100 100 Mt YesAlexis low 100 100 Mt YesJoelene low 0 75 Pos YesJacob S. low 75 100 Pos YesTotal 67 88 Pos Yes

Jacob B. middle 75 100 Pos Yes Key:Dallas middle 50 50 Mt No Pos - Gains >20%Destiny middle 100 100 Mt Yes Mt - Maintains -19%-+19%Zack middle 100 100 Pos Yes Neg - Negative Gains >-20%Nikki middle 100 100 Mt Yes Yes - Mastery >75%Ryan middle 100 50 Neg No No - Non-Mastery < 75%Lance middle 75 100 Pos YesKailey middle 100 100 Mt YesDalton middle 50 75 Pos YesSydney middle 100 100 Mt YesCole middle 75 100 Pos YesChristian middle 75 100 Pos YesTotal 83 90 Mt Yes

Abby high 100 100 Mt YesRiley high 75 100 Pos YesTotal 88 100 Mt Yes



Matthew low 100 75 Neg YesTaylor low 100 100 Mt YesCharles low 100 75 Neg YesAlexis low 100 75 Neg YesJoelene low 50 100 Pos YesJacob S. low 75 100 Pos YesTotal 88 88 Mt Yes

Jacob B. middle 100 100 Mt Yes Key:Dallas middle 100 100 Mt Yes Pos - Gains >20%Destiny middle 100 100 Mt Yes Mt - Maintains -19%-+19%Zack middle 100 100 Mt Yes Neg - Negative Gains >-20%Nikki middle 100 75 Neg Yes Yes - Mastery >75%Ryan middle 75 100 Pos Yes No - Non-Mastery < 75%Lance middle 100 100 Mt YesKailey middle 100 75 Neg YesDalton middle 100 100 Mt YesSydney middle 100 100 Mt YesCole middle 100 100 Mt YesChristian middle 100 100 Mt YesTotal 98 96 Mt Yes

Abby high 100 100 Mt YesRiley high 100 100 Mt YesTotal 100 100 Mt Yes



Matthew low 50 75 Pos YesTaylor low 50 100 Pos YesCharles low 50 100 Pos YesAlexis low 0 100 Pos YesJoelene low 0 0 Mt NoJacob S. low 50 100 Pos YesTotal 33 79 Pos Yes

Jacob B. middle 100 100 Mt Yes Key:Dallas middle 0 50 Pos No Pos - Gains >20%Destiny middle 50 100 Pos Yes Mt - Maintains -19%-+19%Zack middle 100 100 Mt Yes Neg - Negative Gains >-20%Nikki middle 25 75 Pos Yes Yes - Mastery >75%Ryan middle 0 50 Pos No No - Non-Mastery < 75%Lance middle 0 25 Mt NoKailey middle 75 75 Mt YesDalton middle 25 100 Pos YesSydney middle 100 100 Mt YesCole middle 25 100 Pos YesChristian middle 0 100 Pos YesTotal 42 81 Pos Yes

Abby high 100 100 Mt YesRiley high 50 100 Pos YesTotal 75 100 Pos Yes


Student Name Achvmnt Total Pre-

Assmnt

Total Post-

Assmnt Gains MasteryJacob B. low 67 88 Pos YesMatthew low 42 71 Pos NoDalton low 54 88 Pos YesJoelene low 21 79 Pos YesTotal 46 82 Pos Yes

Dallas middle 54 83 Pos YesNikki middle 58 79 Pos YesRyan middle 33 71 Pos NoLance middle 42 79 Pos YesKailey middle 92 88 Mt YesTaylor middle 83 100 Mt YesCharles middle 63 96 Pos Yes Key:Alexis middle 50 96 Pos Yes Pos - Gains >20%Jacob S. middle 75 100 Pos Yes Mt - Maintains -19%-+19%Christian middle 67 96 Pos Yes Neg - Negative Gains >-20%Total 62 89 Pos Yes Yes - Mastery >75%

No - Non-Mastery < 75%Abby high 96 100 Mt YesRiley high 75 100 Pos YesDestiny high 92 100 Mt YesZack high 96 100 Mt YesSydney high 96 100 Mt YesCole high 42 100 Pos YesTotal 83 100 Mt Yes


Obj 1Student Name Achvmnt Pre Post Gains Mastery

Jacob B. low 0 100 Pos YesMatthew low 50 50 Mt NoDalton low 25 75 Pos YesJoelene low 25 100 Pos YesTotal 25 81 Pos Yes

Dallas middle 25 100 Pos Yes Key:Nikki middle 25 25 Mt No Pos - Gains >20%Ryan middle 0 50 Pos No Mt - Maintains -19%-+19%Lance middle 0 75 Pos Yes Neg - Negative Gains >-20%Kailey middle 100 100 Mt Yes Yes - Mastery >75%Taylor middle 100 100 Mt Yes No - Non-Mastery < 75%Charles middle 0 100 Pos YesAlexis middle 0 100 Pos YesJacob S. middle 100 100 Mt YesChristian middle 100 100 Mt YesTotal 45 85 Pos Yes

Abby high 75 100 Pos YesRiley high 100 100 Mt YesDestiny high 100 100 Mt YesZack high 100 100 Mt YesSydney high 100 100 Mt YesCole high 0 100 Pos YesTotal 79 100 Pos Yes



Jacob B. low 100 100 Mt YesMatthew low 0 100 Pos YesDalton low 50 100 Pos YesJoelene low 50 100 Pos YesTotal 50 100 Pos Yes

Dallas middle 75 100 Pos YesNikki middle 50 100 Pos YesRyan middle 0 100 Pos Yes Key:Lance middle 50 75 Pos Yes Pos - Gains >20%Kailey middle 100 75 Neg Yes Mt - Maintains -19%-+19%Taylor middle 100 100 Mt Yes Neg - Negative Gains >-20%Charles middle 50 100 Pos Yes Yes - Mastery >75%Alexis middle 75 100 Pos Yes No - Non-Mastery < 75%Jacob S. middle 100 100 Mt YesChristian middle 100 75 Neg YesTotal 70 93 Pos Yes

Abby high 100 100 Mt YesRiley high 100 100 Mt YesDestiny high 100 100 Mt YesZack high 100 100 Mt YesSydney high 75 100 Pos YesCole high 0 100 Pos YesTotal 79 100 Pos Yes



Jacob B. low 25 25 Mt NoMatthew low 25 75 Pos YesDalton low 75 75 Mt YesJoelene low 0 100 Pos YesTotal 31 69 Pos No

Dallas middle 75 100 Pos Yes Key:Nikki middle 50 100 Pos Yes Pos - Gains >20%Ryan middle 25 75 Pos Yes Mt - Maintains -19%-+19%Lance middle 25 100 Pos Yes Neg - Negative Gains >-20%Kailey middle 75 100 Pos Yes Yes - Mastery >75%Taylor middle 50 100 Pos Yes No - Non-Mastery < 75%Charles middle 75 100 Pos YesAlexis middle 25 100 Pos YesJacob S. middle 50 100 Pos YesChristian middle 25 100 Pos YesTotal 48 98 Pos Yes

Abby high 100 100 Mt YesRiley high 25 100 Pos YesDestiny high 100 100 Mt YesZack high 75 100 Pos YesSydney high 100 100 Mt YesCole high 50 100 Pos YesTotal 75 100 Pos Yes



Jacob B. low 75 100 Pos YesMatthew low 25 50 Pos NoDalton low 50 75 Pos YesJoelene low 0 75 Pos YesTotal 38 75 Pos Yes

Dallas middle 50 50 Mt NoNikki middle 100 100 Mt YesRyan middle 100 50 Neg No Key:Lance middle 75 100 Pos Yes Pos - Gains >20%Kailey middle 100 100 Mt Yes Mt - Maintains -19%-+19%Taylor middle 100 100 Mt Yes Neg - Negative Gains >-20%Charles middle 100 100 Mt Yes Yes - Mastery >75%Alexis middle 100 100 Mt Yes No - Non-Mastery < 75%Jacob S. middle 75 100 Pos YesChristian middle 75 100 Pos YesTotal 88 90 Mt Yes

Abby high 100 100 Mt YesRiley high 75 100 Pos YesDestiny high 100 100 Mt YesZack high 100 100 Pos YesSydney high 100 100 Mt YesCole high 75 100 Pos YesTotal 92 100 Mt Yes



Jacob B. low 100 100 Mt YesMatthew low 100 75 Neg YesDalton low 100 100 Mt YesJoelene low 50 100 Pos YesTotal 88 94 Mt Yes

Dallas middle 100 100 Mt Yes Key:Nikki middle 100 75 Neg Yes Pos - Gains >20%Ryan middle 75 100 Pos Yes Mt - Maintains -19%-+19%Lance middle 100 100 Mt Yes Neg - Negative Gains >-20%Kailey middle 100 75 Neg Yes Yes - Mastery >75%Taylor middle 100 100 Mt Yes No - Non-Mastery < 75%Charles middle 100 75 Neg YesAlexis middle 100 75 Neg YesJacob S. middle 75 100 Pos YesChristian middle 100 100 Mt YesTotal 95 90 Mt Yes

Abby high 100 100 Mt YesRiley high 100 100 Mt YesDestiny high 100 100 Mt YesZack high 100 100 Mt YesSydney high 100 100 Mt YesCole high 100 100 Mt YesTotal 100 100 Mt Yes



Jacob B. low 100 100 Mt YesMatthew low 50 75 Pos YesDalton low 25 100 Pos YesJoelene low 0 0 Mt NoTotal 44 69 Pos No

Dallas middle 0 50 Pos No Key:Nikki middle 25 75 Pos Yes Pos - Gains >20%Ryan middle 0 50 Pos No Mt - Maintains -19%-+19%Lance middle 0 25 Mt No Neg - Negative Gains >-20%Kailey middle 75 75 Mt Yes Yes - Mastery >75%Taylor middle 50 100 Pos Yes No - Non-Mastery < 75%Charles middle 50 100 Pos YesAlexis middle 0 100 Pos YesJacob S. middle 50 100 Pos YesChristian middle 0 100 Pos YesTotal 25 78 Pos Yes

Abby high 100 100 Mt YesRiley high 50 100 Pos YesDestiny high 50 100 Pos YesZack high 100 100 Mt YesSydney high 100 100 Mt YesCole high 25 100 Pos YesTotal 71 100 Pos Yes


CARSON-NEWMAN COLLEGE Student Teacher Work Reflection

Student Teacher Name: School/Grade/Subject: Jefferson Elementary/4th Grade/LA Date: December 4, 2007 1. Provide an explanation for the process you used to analyze the assessment data you collected and provide a statement of the conclusions you have reached about the effectiveness of your instruction, based on these data. This will be an extended narrative. The definition for effectiveness in this context is…an effective teacher is one in whose classes students make positive gains in achievement and these teachers have the data to support this.

I first took the pre- and post-test and set the correct objective that each question

aligned with and marked the test with that objective. I then set up all the information that

was needed in order to analyze the data. I started with the overall totals and then moved

onto each individual objective. As I was inserting the information into the database I was

assessing the overall performance. Once all the information was inserted for all of the

individual objectives, then I was able to disaggregate my data first by total scores and

then for each individual objective. When all of the data analysis was completed, I was

able to see the objectives that the students had the most difficulty with and go back to my

pre-and post-test as well as the lesson plans to see the preparation that was given in order

for the students to achieve mastery for that objective. I was also able to see the level of

mastery achieved when comparing male/female, SES-high/middle/low, and achievement-

high/middle/low.

The overall performance for the students from to pre- to post-assessment was that

they improved their understanding of the objectives that were presented during this

instructional unit. The students increased their overall total percentage by 26 %. The

pre-test percentage was not mastery and the total percentage for the post-test achieved the

mastery level. The students’ performance on each individual objective fluctuated between

positive and negative gains with the majority at positive and maintaining mastery gains.

There were not any negative gains for the percentages from pre- to post-test, and out of

the two percentages that did not achieve a level of mastery, they did achieve positive

gains between the two scores. Those students that maintained their score achieved the

level of mastery for the content.

There were three students that did not achieve a mastery level of objective 1. Out

of the three students, one made a positive gain and the other two maintained their level of

non-mastery. There were two days of lesson planning that were devoted to objective 1.

The students were to be able to identify adjectives. Objective 1 was incorporated into

every day’s lesson from that point forward and those students were informally assessed

on a daily basis. If I were teaching this objective again, I would monitor these students

more closely and have more formal assessments for them to complete daily so that I

would be able to record their progress more accurately and help lead the students to

achieve a level of mastery for that objective and provide them with all the tools they need

to succeed.

All of the students in the class achieved a level of mastery for objective 2. There

were only two students that made negative gains, but they still achieved a level of

mastery. There were eight students that made positive gains from non-mastery level on

their pre-test to a level of mastery on their post-test. In completing and mastery objective

2 the students should be able to identify adjectives that come after linking verbs. This

was a very easy concept for the students to grasp because the adjectives were easy to pick

out after the students learned the different linking verbs. This concept was also very

attainable for the students because this is the most common way that students of this age

use adjectives within their writing. This objective was easily connected to students’ prior

knowledge.

There was one student that did not achieve a level of mastery for objective 3.

This student did not achieve gains on the objective but maintained a level of non-mastery.

The objective was that students should be able to identify Proper adjectives and the nouns

that they modify. The conclusion that I made from the student that did not achieve a

level of mastery was that there was confusion with the directions because the student

gave the nouns that the adjectives modify and not the proper adjectives themselves. I

think if the student was given another assessment on proper adjectives that the student

would be able to obtain a level of mastery. This student was given individual tutoring

time throughout the unit and was given many daily assessments in order to track the

student’s progress.

There were three students that did not achieve a level of mastery for objective 4.

One student maintained their level, one student had a negative gain and the other student

made a positive gain. The students were given the objective of using comparing nouns

using adjectives. This objective was paired with objective 5 during the planning because

of the high number of students that achieved a high-level of mastery for the objective on

the pre-test. I made this adjustment in order to free up more time for the writing block

because I knew that would be an objective that would need the most assistance for the

students. I could have given the students that did not achieve a level of mastery on this

objective a peer tutor that would help answer their questions throughout the lesson as

well as given them clarification on the work that they needed to complete. I would them

informally assess their progress at the end of each day and have the students start a

question journal to help them write the things that they do not understand and help them

to see the progress of their thinking. There were fifteen students that did not achieve a

level of mastery on the pre-test and twelve of those students made positive gains in order

to achieve the level of mastery.

All of the students that were included in this work sample achieved a level of

mastery for objective 5. This objective had students comparing nouns by using the

adjectives more and most. The students achieved a high-level of mastery for this

objective on the pre-test and therefore I made the adjustments in the planning to combine

this objective with the previous one. The two objectives correspond to one another in

that they are both used to compare. I think that the students were able to obtain a level of

mastery for this objective more so than objective 4 because they are using the words and

do not have to change the spelling of the base word. There were five students that made

negative gains but were still in the level of mastery. There was one student that made a

positive gain from a level of non-mastery to a level of mastery.

There were four students that did not achieve a level of mastery for objective 6.

This objective was the most difficult for the students to obtain. This objective focused on

writing and creating a product that includes adjectives. This objective is important

because it has the students take the tools that they have learned throughout the week and

apply them to their writing. This objective is the main focus of the overall goal of the

unit. There were fifteen students that did not initially achieve a level of mastery with the

pre-test. Eleven of those students made positive gains and therefore achieved a level of

mastery on the post-test. For objective 6 there were no negative gains. The students

either maintained their level or made positive gains. The students that did not achieve a

level of mastery have been monitored throughout the year for their writing progress. This

students were given extra time to complete their final products and individual time

throughout the unit to monitor and check the student progress for that specific objective.

A mastery of this objective could take a longer period of time depending on the

individual student and his/her needs. The writing process needs to be continually

reinforced and monitored with all students and especially with the students that need

extra assistance.

When I disaggregated the data into male and female I was able to see that both

groups had achieved positive gains and an overall level of mastery for the pre- and post-

test. The two students that did not achieve a level of mastery were in the male section of

the table. There were overall positive gains achieved for objective one. Two male

students and one female student did not achieve a level of mastery for objective 1. All of

the students achieved a level of mastery for objective 2. The males made a positive gain

to achieve mastery and the females maintained their level of mastery for that objective.

For objective 3 both groups made positive gains to achieve a level of mastery and there

was one student that was in the male portion of the table that did not achieve a level of

mastery. Both groups maintained their level of mastery for objective 4. Two males and

one female did not obtain the mastery level. All students achieved mastery for objective

5 and their overall totals maintained the same level of excellence. Both groups achieved

positive gains and an overall level of mastery for objective 6. There were two males and

two females that did not achieve mastery levels for this objective.

The second way that I disaggregated my data was by socio-economic level. I

used high-middle-low to help distinguish the different groups. All of the levels achieved

the mastery level for the post-test and low and middle made positive gains to achieve that

level. The high group maintained their level. There was one student from the low

section and one from the middle section that did not attain a level of mastery for the post-

test. Each level obtained an overall level of mastery for objective one. The low and

middle groups made positive gains while the high group maintained their scores. There

was one student from low and two from middle that did not achieve an individual level of

mastery. All students in every level achieved mastery for objective 2. Low and middle

made positive gains with the high maintaining their level. All groups achieved an overall

level of mastery for objective 3 and each made positive gains to achieve that level. The

student that did not achieve mastery was located in the middle group. All groups made a

level of mastery for objective 4. The low group made a positive gain with the middle and

high groups maintained their score. There was one student in the low and two in the

middle that did not achieve individual mastery of the objective. All groups and students

achieved the mastery level for objective 5 and overall maintained their scores. For

objective 6 all groups achieved a mastery level and made positive gains. There was one

student in the low that did not achieve a level of mastery and three in the middle group

that did not achieve an individual level of mastery.

The next set of data that I analyzed was achievement level. I separated the class

into high, middle, and low based on the students’ achievement level that had been

gathered by informal observations. The overall data for the pre- and post-test showed

that the students as a whole had achieved a level of mastery and the low and middle

groups showed a positive gain, the high grouped had maintained the level of mastery.

Out of the twenty students that were included in the work sample there were two students

that did not meet the level of mastery as individuals and this data shows that one student

was from the low group and the other was from the middle. All groups achieved a level

of mastery for objective one. Each group showed a positive gain for that objective.

There were three students that did not achieve a level of mastery and there was one

student from the low group and two students from the middle group. For objective two

all students and disaggregated groups showed a level of mastery and all three groups

showed a positive gain. The low group did not obtain a level of mastery for objective

three. Two students had made positive gains and the other two maintained their levels.

These students were given extra time for tutoring and daily assessments to show progress.

In the future I would pull aside those students and give them supplemental activities that

would re-teach the concept and continue to build onto the foundation of the targeted

objective. There was one student that did not individually meet the necessary level for

mastery. The other two groups met the level of mastery and both made positive gains for

that objective. All groups met the level of mastery for objective four. The low group

showed a positive gain and the middle and high group maintained their present level.

There were three students that did not meet the level of mastery. There was one student

from the low group and two students from the middle group that did not meet the goal as

individuals. There was one student that showed a negative gain for that objective and this

student was absent on the day that the objective was presented in class. The student was

offered individual tutoring time in order to make-up the instruction time that was missed

on the day of the absence. The daily assessment was collected and reviewed. The

student at the time seemed to grasp the concept. In the future I will continue to supply

the student with supplemental practice that will aid in the building of that concept to

ensure the student’s highest level of success. All three groups showed a level of mastery

for objective 5. Each group maintained their level as a total. All students completed the

objective at a mastery level as individuals. Objective 6 was achieved at a level of

mastery for the middle and high groups. Both groups showed positive gains. The low

group did not achieve mastery as a whole but did make positive gains. There was one

student in the low group that did not master the concept and because of the low number it

created the total average to be below mastery. The other three students achieved a

mastery level. There were three other individuals that did not master the objective and

they were included in the middle achievement group. Each group attained a positive gain

between the pre- and post-test scores.

I think that there isn’t a huge gap within the level of mastery for the different

objectives within the disaggregation data because the only thing that separates students is

the different levels of reading. All of the students have great comprehension and

retention ability. A modification that was made for the test was that the test was read to

those students who have difficulty with reading, which closed the gap significantly for

achievement. I think that the majority of the low mastery levels for some of the

objectives were because students did not take their time and therefore misread the

question or the directions.

My instruction differed significantly from day to day and objective to objective in

order to reach students of all levels and learning styles. My instruction also built onto

each other each day. All the concepts that were taught earlier in the week were

consistently reviewed throughout the entire week. I think that this helped the students to

make connections day to day with the objectives that were set for them. I also think that

this helped the ones that were a little confused on the first or second day to not feel

pressure from not understanding but to feel comforted because they were going to be

exposed to the information more than once.

I think that given the analysis that I’ve done, I have shown a significant amount of

teacher-effectiveness. I felt like my lessons and activities accurately taught the objectives

and my informal daily assessments showed me that each student had a mastery level of

understanding for the content and topics that were included in the unit. I think that using

the same format for the pre- and post-test helped the students because it reduced the level

of confusion due to that they had already seen the format of the test. Therefore the

students were able to truly focus on the content and not have to worry about the format of

the test as a stumbling block. I think that using this technique has led to more accurate

views on student achievement. The class totals for the pre-and post-test as a whole as

well as the individual objectives achieved an overall performance of mastery.

2. Describe any circumstances that should be considered when noting the achievement of those not accomplishing mastery of all 5 objectives. The students that did not achieve a mastery level of all five objectives were those

students that struggle with attendance. Each of those students had missed at least one day

of instruction time throughout the unit. Although the instruction time was given to them

and the material re-taught, the opportunity for them to learn with their peers and do the

activities within the social aspect of the classroom and therefore receive the extra support

that is naturally given within the authentic learning environment.

3. Describe what you have done since the post-assessment to help students that did not accomplish the objectives?

I have continued to review the concepts and terms in places that are appropriate

for learning. I continued to question students about different topics from the unit and

would use informal assessment to observe improvements. I had the students correct their

test and then turn it back in. The students would have to see their errors and then find the

correct answers and show their corrections in a different color. The student will have to

read the question carefully and evaluate their new answers. This will help to build their

knowledge base on the unit information. I also discussed with the students the

importance of taking their time when they complete a test. I told them some useful tips

for taking a test and studying. I have reviewed their writing within their journal

experiences and help them to see the areas where they could include adjectives in their

writing and how to do it so that it will be grammatically correct. I use informal

observations to show a progression of their writing and always provide the students with

the necessary feedback to help aid in their improvement.

4. Based on these results and your experience with this body of instruction, what will you do differently in planning, teaching, and/or assessment the next time you teach this content?

The next time that I teach this content I will provide the students with more time

to conference with the teacher on a one-one-one basis. I would also like to keep charts

that keep accurate records and more formal assessments throughout the unit. It will also

help the students to take more ownership into their learning and therefore help them to

realize the areas that they need to focus on for the test. I should have also provided the

students with a review that was set up in the same format as the test. This would have

reinforced the format and would have led to even more accurate measure of the students’

achievement. I really liked having the pre- and post-test be in the same format, so the

next time that I teach a unit of instruction like this I would keep that the same. I would

like to have included more activities for the students that needed reinforcement. I would

also like to have had peer tutoring system set-up for those that were having difficulty. I

think that the social interaction with the peer-tutors would have provided the students

with a more authentic learning environment and therefore increased their capability to

retain the information that was presented to them.

CARSON-NEWMAN COLLEGE Student Teacher Work...

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