Submitted: April 27, 2009
Grade Level: First
Subject(s) Taught: Social Studies, Language Arts, and Science
Kean University
EC4000: Teaching and Early Elementary Classroom
EC4400: Student Teaching Early Childhood Education II
1
TABLE OF CONTENTS
INTRODUCTION ..............................................................................................................................1-2
PHILOSOPHY STATEMENT ............................................................................................................3-4
CONTEXTUAL FACTORS ................................................................................................................5-11
LEARNING GOALS ...........................................................................................................................12-14
ASSESSMENT PLAN ........................................................................................................................15-18
ASSESSMENT CHART ......................................................................................................................19-23
ASSESSMENT TOOLS .......................................................................................................................24-28
DESIGN FOR INSTRUCTION ..........................................................................................................29-38
UNIT PLAN VISUAL ORGANIZER...................................................................................................39
INSTRUCTIONAL DECISION MAKING………………………………………………………… 40-45
ANALYSIS OF STUDENT LEARNING .............................................................................................46-57
REFLECTION AND SELF-EVALUATION……………………………………………………… 58-62
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INTRODUCTION
The Teacher Work Sample (TWS) is a method of amassing and organizing a student’s
work that documents a student’s overall growth and progress in P-12 student learning while
participating in his/her introductory, pre-professional, and professional field experiences. The
Spectrum Model is Kean University’s Conceptual Framework for Teacher Education as its main
purpose is to provide education majors with knowledge, skills and dispositions to become selfmotivated professionals. The Spectrum Model is an arrangement of three circles within a larger
circle. The larger circle is representative of boundaries presented in general education, field
experiences, and professional studies. The three smaller interconnected circles symbolize
knowledge, skills, and dispositions/values that represent an informed, dynamic professional
whose development is the result of the intersection of the three smaller inner circles.
Each aspect of the Spectrum Model plays an integral role in generating an individual who
is knowledgeable of, passionate about, and dedicated to the field of education. Each future
teacher should have the knowledge of subject matter as well as theories and strategies that lend
themselves to a classroom that is developmentally appropriate and is reflective of the students’
backgrounds. Future teachers should have the skills necessary to manage a classroom based on
knowledge of developmentally appropriateness and experiences that aid in instruction and
assessment. Lastly, future teachers should value their role in students’ lives and be dedicated,
passionate while wanting to instill in their students a desire to do their best, continue their
education, and succeed.
This Teacher Work Sample contains documents supporting that I have the Knowledge,
Skills, and Values to become an exceptional teacher. As a future teacher I extend my resources
3
and myself to ensure that every student succeeds in growing and developing emotionally,
socially, and mentally both inside and outside of the classroom.
4
PHILOSOPHY STATEMENT
Since the third grade, I have dreamt of becoming a teacher, especially for the younger
grades. The decision was partly do to an entire summer off and I could imagine myself teaching
just like my teachers did and being quite good at it because I was good at school. I loved the
idea of lesson planning and grading papers and giving out stickers to those who had done a good
job. As I grew older my opinions changed because I no longer saw teaching as the glamorous,
“simple” job as I once had, but a job of love, compassion, and dedication that requires skill,
knowledge, values, and most importantly continued growth. Teaching is made up of ups and
downs, pros and cons, challenges, happiness, sorrow, success, and failures but it is the
combination of these aspects that make teaching an important and rewarding career.
In choosing early childhood education I feel that I have selected the most rewarding field
of education that exists. Early childhood is essentially the building blocks for the rest of a
child’s life and I want to be a part of that. I want to be a part of why a child loves school, why a
child loves him/herself, and why a child knows that they are someone special and that they are
someone who does their best and succeeds. I want to help children grow cognitively, socially,
and emotionally, and develop to the best of their potential and I want to be able to provide them
with a vast amount of opportunities to grow and discover themselves as an individual and as a
part of a collective whole
Early childhood education is not simply about babysitting, it is about preparing children
for the road ahead of them, in academia as well as in life, and it’s a bumpy road considering the
roadblocks that may come into play – whether personal or academic. I am excited to see where
my career takes me; however, I am more excited to see where the children will take me, what I
will teach them, but also what they will teach me and I hope with every ounce of my being that I
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will be able to give to them even a small percentage of what they will give me. Students will
come in September and leave in June and I hope to be able to see the majority of them go on and
see how they grow and prosper. Even though I may not remember every name, detail, or
incident, the teacher that I will be will be because of the boys and girls that have entered my
classroom, first as students and then as friends so they’re influence will continue to live on in
how I teach and for that I will be forever grateful.
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CONTEXTUAL FACTORS
Rahway, New Jersey boasts a population of 27,393 persons in the four square mile radius
with 48% being male (13,164) and 52% being female (14, 229). The average household consists
of 2.77 people with 6,545 households acting as families (66%), 3,300 as non-families (34%),
3,463 households have children (35%) and 6,382 households have no children (65%). 16% of
the population earns an annual income of $75,000- $100,000, 11% of the population earns
between $60,000-$75,000, 9% earns $50,000-$60,000. Of the given population, 31% (8,377)
work in a white-collar job with 10% (2,813) working in blue-collar jobs, 7% (1,964) in
administrative support, 6% (1,763) in professional specialty occupations; the remaining jobs
include jobs in retail, precision, craft and repair, transportation, and labor. (CLRChoice, 2007).
Roosevelt School is located in Rahway City, New Jersey and is part of Union County.
The school day lasts for six hours and seven minutes with five hours and seven minutes being
dedicated to instructional time. The population at the elementary school is 46% Black, 26%
Hispanic, 25% White, 2% Asian, and <1% Native American. Considering the student
population, the most widely spoken language in the home is English (84.1%) followed by
Spanish (11.3%), Haitian Creole French (2.5%), Polish and French (.5% each), Arabic (.3%) and
Others (.9%) and 6% of the student population are classified as Limited English Proficient
(LEP). 54% of the student population participates in the free or reduced-price lunch program
and 16% of the student population have an active Individualized Education Program (IEP). The
district monetary spending per pupil is $12,737 with 63% going towards instruction, 11% to
support services, 10% to administration and 17% on other expenditures. (Great Schools, Inc. and
NJ Department of Education, 2008).
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Within the Rahway community there are educational supports offered for all grade levels.
At the J.F.K. Community Center and First Presbyterian Church there is free homework help
offered three days a week to all grade levels where Rahway teachers dedicate their time for two
hours a day to help as many students as possible. There is also a non-profit organization, the
Rahway Foundation for Excellence in Education that awards grants to teachers who develop
innovative and creative projects that enrich the education of Rahway schools. The area also
works in conjunction with Rahway Day Care and the YMCA to provide after-school programs
and opportunities to child and offer homework help and tutoring as well as a safe and nurturing
environment for the children to rely on and find comfort in. (Rahway Public Schools, 2008).
Mrs. Anderson’s first grade classroom is located on the first floor of the original wing of
the Roosevelt School building located on St. Georges Avenue in Rahway. The room is equipped
with a teacher’s desk, an intern’s desk, twenty-three reach-in desks, and an octagonal table with
six chairs, three computers, cubby area, a closet with six doors, book shelves, a testing area, a
carpet, a green board, a small whiteboard, two bulletin areas, a row of windows facing the front
of the school, and two doors leading to and from the hallway. The perimeter of the room
includes the row of closets decorated in colorful and educational charts and posters (colors,
numbers, sounds, jobs, letters, blending, and classroom rules) to the left of entering the room, the
windows along the back wall, bookshelves and carpet area to the right, and the front wall
consists of the green board and the bulletin area. Making a similar rectangle are the desks in the
middle of the room; the desks are set up side by side extending from the teacher’s desk four
desks, a walk through area, six desks down, five desks extending toward the back windows, and
four desks extending to the right of the classroom. Inside the square are the intern desk, the
octagonal table with six chairs, and an open space for walking. Adjacent to the intern desk is a
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shelving system of advanced reading books and additional storage. Located behind the back
horizontal row of students by the windows are the three computers on a table with chairs lined
perpendicularly. The cubby system in the far right corner of the classroom follows this same
perpendicular pattern as the computer table and is parallel to the corner closet.
The daily routine consists of putting belongings away, collecting homework, and
completing both a short math activity and a journal entry. During this time the students are also
taken to the bathroom in either small groups or as a whole class. Until lunch the students work
on early literacy by usually reading a story and then completing a work packet or a craft activity
that has incorporated the lesson and material covered. From eleven until twelve the students
have lunch and recess and upon returning the students begin their math lesson through whole
group instruction. Close to the end of the school day (with about twenty minutes to spare) the
students convene on the rug area to play a little game while also still reviewing the lesson.
Students are then dismissed by bus, aftercare program, or pickup. Specials occur Monday
through Friday, Monday is music, Tuesday is computers, Wednesday is art, Thursday is library,
and Friday is gym. These specials run for approximately one hour.
Mrs. Anderson’s class is made up of twenty-three students, eleven males and twelve
females. There are three Caucasian students, twelve African American students, seven Hispanic
students, and one Arabic student. Of the twenty-two students there are two English Language
Learners and currently no classified students with exceptionalities. After undergoing assessment
in the beginning of the year there are four students who are currently enrolled in the basic skills
program for math and reading comprehension. One of the male students has had a noticeable
improvement while one female student involved is still struggling to keep up with the wealth of
information being projected at her. Some of the students in the classroom are not classified but
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do have trouble sounding out letter sounds and therefore have trouble decoding, spelling, and
therefore comprehending. For spelling tests these students, plus one additional student are given
a test sheet that appears the same but has blocks for each letter of the ten words so they can
sound out the sounds and also separate what they hear. Also the students only have to write one
or two sentences as opposed to three. For reading tests, the students first listen to the story on
tape while following along. During the actual test, the same students who have accommodations
with spelling tests, can have the questions read to them but not the answers as they are the
vocabulary words that had reviewed throughout the week. This is done partly due to the fact that
the average reading level in the class is around a three or a four when the students should be at a
ten. With being below the anticipated norm, the students have difficulty sounding out words and
making connections, as the answers don’t seem to properly fit in the sentences despite reading
and then rereading. To help reinforce math skills for all students, counters, number lines, and
grids are constantly used to help students visualize the concepts that they are learning. Often
times to help remember a concept Mrs. Anderson will introduce rhymes and sayings that the
students can easily remember and apply on their own.
In Mrs. Anderson’s class specifically, behavior modifications have been implemented in
an effort to control outward behavior that can be found as disruptive to other students and hence
inhibits the learning of the whole class. These targeted, outward behaviors include but are not
limited to calling out, hitting, not following stated instructions, and disobeying the classroom
rules – manners, specifically speaking out of turn, talking when someone else is talking, and
treating the classroom and all that’s in it with respect. In the classroom is a chart with all of the
students’ names and behind each name are four cards in a pocket – a red, yellow, green, and
blue. Every child starts the day on the green card and therefore also has the ability to either
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move up to the blue card when they are being exceptionally good or move down to a yellow and
then a red card if necessary. As on now if a student reaches the red card he/she is unable to take
part in recess and must return to the room and complete work from class. To positively reinforce
good behaviors in the students the use of PBSIS tickets are used so they will have a chance at
winning the grade prize awarded by the principal, Mr. Collucci. The prime focus is to really
reward the positive behaviors as to provide examples as to how the class should act as a whole
and individually and focus less on the negative so the students are able to learn to do the “right”
thing and have a positive outlook individually.
To further assess and modify teaching and learning techniques, assessment is conducted
periodically and is based on the same assessment given at the beginning of the school year to
gauge what has been learned and what is left to be addressed and how far instruction can go for
the class as a whole for both short and long term goals and desired outcomes. The class is
gauged daily and weekly through assignments, tests, and also daily interactions and verbal
exchanges during allotted subject times (literacy in the morning and math in the afternoon). The
assessment completed throughout the days and week allow for modifications to be made as to
whether the material needs to be re-taught or reinforced more or if the greater group of the
students could move on to the next set of material and concepts. The majority of the class
(approximately 95%) is currently working on low levels as dictated by grade-standards in
literacy and mathematics so accommodations are made for those working at/above level. Steps
are taken to positively challenge these students’ abilities to foster their academic growth.
The students are encouraged to do their best but also to be as independent as possible and
therefore also not being afraid of making mistakes. The students are also encouraged to have fun
with learning but to at the same time recognize the importance of what they are doing and to
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practice in order to get better. The classroom has a positive atmosphere and the students have to
ability to talk amongst themselves and express their personalities in their work and interactions.
The classroom is geared towards the students and achieving a high level of independence and
achievability and also allows for positive growth for all of the students and teachers involved
independently as well as jointly and therefore allows a cooperative learning experience.
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REFERENCES
CLRChoice. (2007). Rahway, New Jersey Real Estate Area Demographics. Retrieved January
26, 2009 from http://www.clrsearch.com.
Great Schools Inc. (2008). Great Schools – Roosevelt Elementary School. Retrieved January
27, 2009 from http://www.greatschools.net/modperl/browse_school/nj/1693.
Rahway Public Schools. (2008). Rahway Public Schools – Main Page. Retrieved January 27,
2009 from http://www.rahway.net/.
State of New Jersey- Department of Education. (2008). ROOSEVELT 2006-07 SCHOOL
REPORT CARD. Retrieved January 27, 2009 from
http://education.state.nj.us/rc/rc07/rcoptions.php?c=39;d=4290;s=120;lt= R;st=E.
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LEARNING GOALS
A. List of Learning Goals
Mrs. Anderson’s first grade students will do the following as part of the “Maps and Globes” unit:
1) Identify maps as a means of finding out where places are and how to get from one
place to another.
2) Locate the eight directions (north (-east, -west), south (-east, -west), east, and west).
3) Distinguish when to use a map and when to use a globe.
4) Recognize that maps use drawings (symbols) to stand for things.
5) Apply vocabulary associated with maps and globes.
B.
These Goals Are Aligned With NJ Core Curriculum Content Standards
These learning goals are aligned with the following NJCCCS:
Language Arts Literacy
3.3.A.1.
3.3.A.2.
3.3.A.3.
3.4.A.1.
3.4.B.1.
3.4.B.2.
Social Studies
6.6 A.1
6.6 A.2
6.6 A.3
6.6.B.1
Mathematics
4.2 A.2
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C.
These Goals Have Various Types and Levels
The types of learning goals listed above are varied. They involve reading, speaking,
mathematics, scientific reasoning, and making personal connections. They also span several
levels of Bloom’s Taxonomy, from Knowledge (the lowest level) to Synthesis (the second
highest level). At the Knowledge level in regards to maps and globes, students will be able to
label, define, name, recognize and recall. At the Comprehension level students will be able to
classify, describe, discuss, identify, recognize and locate on in conjunction with maps and
globes. In relation to maps and globes at the Application level students will apply, demonstrate,
illustrate and sketch maps and their components. At the Analysis level students will be able to
differentiate and discriminate between maps and globes and distinguish the use of a map. The
Synthesis level will have students assembling and constructing their own maps that will present a
level of planning and preparation on their behalves.
D.
These Goals Are Appropriate in Terms of Development, Pre-requisite Knowledge,
Skills and Other Student Needs.
The learning goals are developmentally appropriate for Mrs. Anderson’s first grade class.
Prior knowledge has been established through their own previous experiences before entering
first grade in September. From their personal experiences, students will make connections in an
academic setting and increase their knowledge and understanding of maps and globes on a
concentrated but also larger scale. The upcoming maps and globe unit will allow students to
gain a deeper understanding of what maps and globes are used for and how they are compiled,
constructed, represented, and used. Regardless of varying developmental levels, all students will
benefit from the maps and globe academic content, as they will all have the opportunity to excel.
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For the grade level, the goals do present a level of difficulty, but it is a level of difficulty
that can be achieved through a variety of lessons that calls attention to personal connections in an
academic setting. Students will be working with a variety of materials and objects during the
planned lessons to express and translate their own experiences while creating connections that
will allow them to gain experiences vicariously through each classmate and his/her own
memories and experiences. Students will be introduced to new ideas, concepts, and items that
they may have been previously unaware of but by presenting background and open discussion
students will become comfortable with the subjects and begin making connections while building
a greater knowledge of maps and a globe. With guidance from Mrs. Anderson and myself, all
twenty-three students will we able to satisfactorily complete the five goals in this Social Studiesbased unit.
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ASSESSMENT PLAN
The map and globe unit I will be conducting for Mrs. Anderson’s first grade class has
five learning goals. The first learning goal is to have students identify maps as a means of finding
out where places are and how to get from one place to another. The pre and post assessment device
for this learning goal will be a simplistic worksheet where students will be presented with two
questions - “What is a map? (This question will be multiple choice in which students will circle
the appropriate answer out of a choice of five)” and “Have you used a map before? When?” This
learning goal will be assessed formatively through discussions, explicitly about memories that
students may have about maps they have seen and may have used. Discussions will move
towards students contributing what they know about maps and how the maps aided them in
different situations. What they know about maps will also be assessed formatively through
worksheets and making connections with stories and accompanying activities.
The second learning goal is that students will locate the eight directions (north (-east, west), south (-east, -west), east, and west)). For a pre and post assessment, students will be given a
print out of a compass rose with blank boxes at each of the points of direction. Students will be
provided with a key at the bottom of the sheet providing corresponding letters and direction. The
eight directions will be scrambled within the box as to not give away the answers by putting them in
a clockwise order that would mirror the compass rose. This learning goal will be assessed
formatively by students’ application of directions to maps that they will encounter and create as well
as having the students move according to the directions during daily activities – example, turn west
into the classroom; go north toward the cafeteria.
The third learning goal is that students will distinguish when to use a map and when to
use a globe. The pre and post assessment for this third learning goal is to have students organize
facts about maps and globes into the appropriate column, each column will headed by a picture
17
and word to distinguish between a map and a globe. The six answers will be numbered so the
students will only have to write the number in the column and not the entire sentence. The
sentences will be read aloud before the assessment begins and then each fact will be read one by
one so students can listen to the fact and then place the number in the appropriate column. This
learning goal will be assessed formatively by various questions, worksheets, and activities in
which students will have to provide reasoning as to why they should use a map or a globe. Such
decisions will be presented in a whole group forum so students can weigh in their knowledge and
opinions. Students will also be assessed in a further comparison of maps and globes and what
exactly makes them different and which they find to be more useful in their lives.
The fourth learning goal is that students will recognize that maps use drawings (symbols)
to stand for things. For a pre and post assessment students will color and mark a map of an
unfamiliar room. The map of the room will be drawn in such a way that each piece will be
represented by a symbol, which will all be represented in a key in the lower right hand side.
Students will be instructed orally to color and mark the map appropriately – for example, put an
“x” over the couch, put an r on the rug, etcetera. The key will be reviewed once before hand
paying particular attention to the words and not so much the shapes that had been used. This
learning goal will be formatively assessed through individual worksheets and group activities
that will center on the application of a key to a map as well as creating their own maps with
coordinating keys.
The fifth and final learning goal is that students will apply vocabulary associated with
maps and globes. Such vocabulary will include map, globe, hemisphere, latitude, longitude,
continent, country, state, key, compass rose, ocean, and equator. The pre and post assessment for
this learning goal will be a matching activity in which students will write the corresponding number
on the line next to the word that matches the definition on the opposite side. Before the assessment
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begins the words and the definitions will be reviewed and the assessment will then be given orally.
The definition will then be read and the students will write the number from the definition next to the
appropriate term. This learning goal will be assessed formatively through daily activities involving
the map lessons and will encourage students to expand and apply the concepts to other areas and
applications. The daily practice of the vocabulary will allow students to incorporate the language
into daily conversations relating to the topics of maps and globes.
Modifications will be made for those students in Mrs. Anderson’s class who have limited
experiences, need more time for comprehension, need repetitive directions and refreshers and
need help to maintain focus on the task at hand. The assessments will be given in an
environment in which students will use the privacy dividers to ensure accurate testing results,
and lessen outside distractions. To enhance students’ ability to connect and comprehend the
material and concepts being presented I will introduce the materials but also reinforce them in a
variety of different ways that include different levels of concentration that will addressed through
worksheets, discussion, and manipulative activities. The assessments and activities associated
with the learning goals will accommodate a variety of learners – visual, auditory, and kinesthetic,
as to ensure that students have an equal opportunity to learn and apply the materials learned.
Myself and Mrs. Anderson will aid those who struggle to maintain focus by having them dictate
what they are doing, showing that we are interested in each specific child and their individual
work and success.
In the process of conducting and completing the pre-assessments and formative
assessments for the five learning goals, I will gauge students’ comprehension and progress in the
learning about maps, globes, and their uses as well as accompanying vocabulary, including the
eight directions. If I see that the majority of students are not where I would like them to be, I
will slow down the pace and level of the lesson; however, if they seem interested about moving
19
forward and learning more I will implement more lessons and activities to challenge their
thinking and test their skills and understanding. Ideally, I would like to see all students pass the
assessments as I had intended but considering the class and the learners, I would like to see all of
the students score at least 85-90% on the assessment skills. Formative assessment will be
conducted each week that the unit lasts by ways of group and individual discussions and the
activities specified to the particular learning goal.
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Learning Goal
Learning Goal 1
Assessments
Pre Assessment
Identify maps as a
means of finding out
where places are and
how to get from one
place to another.
Formative
Assessment
Post Assessment
Format of Assessments
Adaptations
A simplistic worksheet
where students will be
presented with two
questions - “What is a
map? (This question will
be multiple choice in
which students will circle
the appropriate answer)”
and “Have you used a map
before? When?”
Create an
environment that is
accommodating to all
students and learners
to ensure effective
learning.
Discussions, explicitly
about memories that
students may have about
maps they have seen and
may have used, which will
move towards students
contributing what they
know about maps and how
the maps aided them in
different situations.
Worksheets and making
connections with stories
and accompanying
activities.
A simplistic worksheet
where students will be
presented with two
questions - “What is a
map? (This question will
be multiple choice in
which students will circle
the appropriate answer)”
and “Have you used a map
before? When?”
21
Accommodate a
variety of learners –
visual, auditory, and
kinesthetic, as to
ensure that students
have an equal
opportunity to learn
and apply the
materials learned
through a variety of
activities and
methods.
Give directions that
are brief and
understandable.
Reiterate directions
throughout the
assessment.
Provide extra time for
those students that do
not finish at the same
time as the other
students to finish the
pre and post
assessment worksheet.
Question students to
elaborate on their own
experiences and
knowledge about
maps.
Learning Goal
Assessments
Learning Goal 2
Locate the four
directions (north,
south, east, and west).
Pre Assessment
Formative
Assessment
Post
Assessment
Format of Assessments
Adaptations
A print out of a compass
rose with blank boxes at each
of the points of direction will
be distributed. Students will
be provided with a key at the
bottom of the sheet providing
corresponding letters and
direction. The eight
directions will be scrambled
within the box as to not give
away the answers by putting
them in a clockwise order
that would mirror the
compass rose.
Create an
environment that is
accommodating to all
students and learners
to ensure effective
learning.
Students’ application of
directions to maps that they
will encounter and create as
well as having the students
move according to the
directions during daily
activities – example, turn
west into the classroom; go
north toward the cafeteria.
A print out of a compass rose
with blank boxes at each of
the points of direction will be
distributed. Students will be
provided with a key at the
bottom of the sheet providing
corresponding letters and
direction. The eight
directions will be scrambled
within the box as to not give
away the answers by putting
them in a clockwise order
that would mirror the
compass rose.
22
Accommodate a
variety of learners –
visual, auditory, and
kinesthetic, as to
ensure that students
have an equal
opportunity to learn
and apply the
materials learned
through a variety of
activities and
methods.
Give directions that
are brief and
understandable.
Reiterate directions
throughout the
assessment.
Provide extra time for
those students that do
not finish at the same
time as the other
students to finish the
pre and post
assessment worksheet.
Question students to
elaborate on their own
experiences and
knowledge about
maps and direction.
Learning Goal
Assessments
Learning Goal 3
Distinguish when
to use a map and
when to use a
globe.
Pre
Assessment
Formative
Assessment
Post
Assessment
Format of Assessments
Adaptations
Students will organize facts about
maps and globes into the
appropriate column. The answers
will be numbered so the students
will only have to write the
number in the column. The
sentences will be read aloud
before the assessment begins and
then each fact will be read one by
one so the number can then be
placed in the appropriate column.
Create an
environment that is
accommodating to
all students and
learners to ensure
effective learning.
Students will organize facts about
maps and globes into the
appropriate column. The answers
will be numbered so the students
will only have to write the
number in the column. The
sentences will be read aloud
before the assessment begins and
then each fact will be read one by
one so the number can then be
placed in the appropriate column.
Provide extra time
for those students
that do not finish at
the same time as the
other students to
finish the pre and
post assessment
worksheet.
Accommodate a
variety of learners –
visual, auditory, and
kinesthetic, as to
ensure that students
Various questions, worksheets,
have an equal
and activities in which students
opportunity to learn
will have to provide reasoning as and apply the
to why they should use a map or
materials learned
a globe. Such decisions will be
through a variety of
presented in a whole group forum activities and
so students can weigh in their
methods.
knowledge and opinions.
Students will also be assessed in
Give directions that
a further comparison of maps and are brief and
globes and what exactly makes
understandable.
them different and which they
find to be more useful in their
Reiterate directions
lives
throughout the
assessment.
23
Question students to
elaborate on their
own experiences and
knowledge about
maps and globes.
Learning Goal
Assessments
Format of Assessments
Learning Goal 4
Recognize that maps
use drawings
(symbols) to stand for
things.
Pre Assessment
Formative
Assessment
Students will color and mark
a map of an unfamiliar
room. The map of the room
will be drawn in such a way
that each piece will be
represented by a symbol.
Students will be instructed
orally to color and mark the
map appropriately. The key
will be reviewed once
paying particular attention to
the words, not the shapes.
Individual worksheets and
group activities that will
center on the application of
a key to a map as well as
creating their own maps
with coordinating keys.
Adaptations
Create an
environment that is
accommodating to
all students and
learners to ensure
effective learning.
Accommodate a
variety of learners –
visual, auditory, and
kinesthetic, as to
ensure that students
have an equal
opportunity to learn
and apply the
materials learned
through a variety of
activities and
methods.
Give directions that
are brief and
understandable.
Reiterate directions
throughout the
assessment.
Post Assessment
Students will color and mark
a map of an unfamiliar
room. The map of the room
will be drawn in such a way
that each piece will be
represented by a symbol.
Students will be instructed
orally to color and mark the
map appropriately. The key
will be reviewed once
paying particular attention to
the words, not the shapes.
24
Provide extra time
for those students
that do not finish at
the same time as the
other students to
finish the pre and
post assessment
worksheet.
Question students to
elaborate on their
own experiences and
knowledge about
maps and keys.
Learning Goal
Assessments
Format of Assessments
Learning Goal 5
Pre Assessment
Apply vocabulary
associated with
maps and globes.
Formative
Assessment
Post Assessment
Matching activity in which
students will write the
corresponding number on the
line next to the word that
matches the definition on the
opposite side. Before the
assessment begins the words
and the definitions will be
reviewed and the assessment
will then be given orally. The
definition will then be read and
the students will write the
number from the definition
next to the appropriate term.
Daily activities involving the
map lessons and will
encourage students to expand
and apply the concepts to other
areas and applications. The
daily practice of the
vocabulary will allow students
to incorporate the language
into daily conversations
relating to the topics of maps
and globes.
Matching activity in which
students will write the
corresponding number on the
line next to the word that
matches the definition on the
opposite side. Before the
assessment begins the words
and the definitions will be
reviewed and the assessment
will then be given orally. The
definition will then be read and
the students will write the
number from the definition
next to the appropriate term.
25
Adaptations
Create an
environment that is
accommodating to all
students and learners
to ensure effective
learning.
Accommodate a
variety of learners –
visual, auditory, and
kinesthetic, as to
ensure that students
have an equal
opportunity to learn
and apply the
materials learned
through a variety of
activities and
methods.
Give directions that
are brief and
understandable.
Reiterate directions
throughout the
assessment.
Provide extra time for
those students that do
not finish at the same
time as the other
students to finish the
pre and post
assessment worksheet.
Question students to
elaborate on their own
experiences and
knowledge about the
associated vocabulary
of maps and globes.
Name: ______________________________________________
1. What is a map?
Tells you what is on television.
Tells you information about where a place is and how to get there.
Tells you the answers for a test.
Tells you how to put things together.
Tells you the definition of a word that you do not know.
2. Have you used a map before?
Yes
No
When?
26
Label the Compass Rose.
N-North
SW- Southwest
E-East
NW-Northwest
S-South
NE-Northeast
W-West
SE-Southeast
27
Listen for the definitions. Write the numbers in the column that it belongs to.
MAP
1.
2.
3.
4.
5.
6.
GLOBE
I can show you what street you live on.
I can show you all of the continents with a single spin.
I am flat and usually made of paper.
I can show you how to get to a store in the mall.
I am set on an axis.
I am round like the Earth.
28
Listen for directions.
**This is only a sample; a different map will need to be composed by hand.
29
Write the corresponding number on the right hand side of the word.
1. Half of a globe.
map
2. Runs NorthSouth
globe
3. Vast body of salt water that covers almost three
fourths of the earth's surface.
hemisphere
4. A large mass of land either made up of either states or
countries.
latitude
5. Represents an area of the Earth, like a state or a town.
longitude
6. Runs East to West.
continent
7. Sphere on which a map of the Earth is shown.
8. Represents complex items as simple objects; words
are included to describe what the symbols stand for.
9. Determines direction – North(-east, -west); East;
South (-east, -west); and West.
10.Made of towns and occupied by people.
11.A state or a nation.
country
state
key
compass rose
ocean
12.Line that divides the Earth is half going East  West.
30
equator
DESIGN FOR INSTRUCTION
In this unit, the class will be doing map and globe related activities. They will learn
about the purpose and uses for maps, the compass rose and the eight associated directions, when
they should use a map and when they should use a globe, how a map key uses symbols to stand
for things, and some vocabulary associated with maps, such as map, globe, hemisphere, latitude,
longitude, continent, country, state, key, compass rose, ocean, and equator. These activities
cover various subjects such as social studies, math, and language arts/literacy. For every
learning goal I created the activities based on the results of the students’ pre-assessment testing.
If the students performed disappointingly, I knew that more than one day of activities on the
topic was needed. For the most part, I could tell who would potentially require more help on a
specific subject, just by the pre-assessment alone.
Before beginning the lesson, the class completed an assessment packet that assessed the
five predetermined learning goals. The five pages of assessment included asking what a map is
and if they have used one and when; labeling a compass rose, matching map and globe related
definitions with the appropriate term, sorting features of globes and maps, and finally utilizing a
key coordinated with oral directions to complete the final assessment. The majority of students
(74% - 17 out of 23) identified a map as a means of telling information about where a place is
and how we can get there. 22% of students (5) believed a map to be a way of discovering
answers for a test and 4% of the students (1) chose that a map can tell what is on television. 52%
of the class (12 students) has used a map before, of which has been in a personal, mostly family
related, situation and was limited to a small town setting. For the compass rose, 35% of the
students (8) identified North and South correctly, 13% of the students (3) correctly identified
Southeast, 8% (2) accurately identified Southwest and West, and 4% (1) identified East,
31
Northwest, and Northeast appropriately. Of twenty-three students, one student identified all of
the directions correctly during the pre-assessment, for she has already had experience with a
compass.
For the assessment on characteristics of maps and globes, 96% of the class (22)
accurately determined that a map can identify the street that one lives on and that a globe can
show you all of the continents with a single spin. 87% of the students (20) identified a map as
being flat and primarily made of paper and 78% of students (18) identified a globe as a spherical
object that represents the Earth. 70% (16) answered correctly that a globe is set on an axis and
57% (13) identified a map as a means of finding a store in the mall. For the assessment of
utilizing a key as a way to represent complex items in a simple manner, 100% of the students
marked the C’s appropriately in the corners, 96% of the students (22) marked the two rugs with
circles, 91% (21) of students accurately placed an “x” on each of the desks, 83% of students (19)
marked the shelf with an “s”, and 74% of the students (17) shaded in the chairs with their pencils
as directed. For the map and globe applied vocabulary, 17 % of the class (4) accurately
identified the definition for globe, 13% (3) identified state’s definition, 9% (2) for key and 4%
(1) for map, hemisphere, continent, and country.
Based on the responses of students to the group pre-assessment of the map and globethemed unit, I found that students have a general understanding of what a map is and does and
how exactly it is similar to and different from a globe; however, the students have only had
limited exposure to maps and they have mainly focused on local town settings. Overall the
students could utilize a key to identify more complex items on a map that were represented by
simpler objects, such as a desk being represented by a square and a chair as a semi-circle. With
the results, it is evident that the students had not had much prior experience to a compass rose
32
and the eight directions as the majority were unable to label the compass accurately. Also, from
the results it is clear that the students have not been exposed to the vocabulary associated with
maps and globes and had difficulty in matching the term with the appropriate definition.
Therefore more emphasis will be placed on these particular learning goals but all while tying in
the other goals to create a full understanding of maps and globes that the students will be able to
apply what they have learned to the final project of the lesson which would be to create their own
books based on the story, Me on the Map by Joan Sweeney.
Using the results of the pre-assessment testing as a guide, eight learning activities were
developed accordingly to further enhance the understanding and encouraging application of ideas
that are already somewhat concrete to them and develop those presented concepts that were
unfamiliar to them. Since the students already have a general understanding of what a map is
and its purpose, day one allows for a general review of what a map is, its general makeup and its
key components. Day two allows for the application of these concepts and ideas in their own
work of creating a classroom map. Day three and four of the unit are dedicated to the compass
rose and the eight directions– a concept that the vast majority of the class was unfamiliar with.
The students will be participating in physical movement reflecting the directions to help them
apply and practice the learned information. They will also each create their own compass rose
that will be used for further unit lessons. This will keep the information current in their minds
but will also allow for continued practice in application.
In the pre-assessment, the students were able to successfully distinguish significant
differences between a map and a globe. The fifth and sixth day of the unit addresses these
similarities and differences and the activities allow students to begin by classifying physical
properties and their uses and again allow them to apply the information through the avenue of
33
their own work of creating a Venn diagram. During the pre-assessment, the majority of students
had difficulty with the global vocabulary so the seventh day of the unit will be solely dedicated
to that specific learning goal. The students will be able to see and hear the word and see it
represented through text as well as through images. This is geared to help students make
connections and see the information through different representations. The final three days of
the unit will cumulatively represent all five of the learning goals by recalling the definition of a
map as well as other associated vocabulary, representing direction and showing the differences
and similarities between a map and a globe. A more extensive description of each of the eight
activities for the ten-day unit of Maps and Globes follows.
On day one of the map-globe unit, the students will review with the teacher what exactly
a map is and what they can show us. The teacher will lead a discussion in where one can see
maps in the community and how they can be used. Once the discussion has established a basic
understanding of what a map is, the students will be invited to sit on the floor and take part in
creating a group map. Using blue painters’ tape, the teacher will outline a rectangle, acting as
the outline of the map, on the floor of the classroom. The teacher will explain that together the
students are going to make a map of the classroom on the floor. The teacher will show a
compass rose with the four primary directions (North, East, South, and West) and place it on the
upper right corner of the map outline. Students will be pointed out to show the directions – for
example, Miss Conrad is sitting at the North end of the map, Olivia is to the West, Andrew is to
the East, and Brayden is to the South. Students will be asked to mention items in the classroom
that they think should be on the map that another person may need to know in order to navigate
the room. Students are expected to mention items like the board, carpet, desks, closets, tables,
and etcetera. If a student provides an item that is not necessary they will still be encouraged and
34
praised for their attempts but then to think of a more significant piece in the classroom. As
students contribute ideas, shapes will be presented for the items. Students are expected to say
that the items look nothing like what they represent. This will lead into the idea of a key and
how on a map things are represented in a simple manner and a key can tell what it is. As
students contribute ideas, students will select the appropriate shape and place it on the map.
Once the students satisfactorily complete the map as a group, a pre-made drawing of the
classroom will be shown and comparisons and contrasts will be made. Teacher will review with
students what a map is, what its uses are, what a key is, and the four primary directions on the
compass rose – North, East, South, and West.
On day two of the unit, the students will be asked to discuss what had been done on the
first day of the unit will be asked to recreate the map that we created on the ground of the
classroom. They will be provided with an outline similar to the classroom on a piece of white
paper, with an empty key with the words of the items that they’ll need to include, like desk,
computer, rug, and etcetera. The students will need to represent the more complex items with
simple shapes and fill in the key and then proceed to create and complete the map of the
classroom. The students will also need to fill in the four basic directions on the compass rose
that would be affixed adjacent to the map to help aid in placement of the different classroom
objects. The class will review the maps together and continue to discuss the various properties
of maps and what other locations in the school could be made into maps.
On day three of the map-globe unit, the teacher will lead a whole-group review about
what was done on day one and two of the unit and what was learned. Students will be
encouraged to contribute what they remember as far as what a map is, what it does, what a key
is, and the four primary directions on the compass rose. On the board, a compass rose will be
35
placed by the teacher and will have all eight direction boxes empty. Students will be directed to
be attentive to the eight empty boxes on the compass rose and will be asked what they believe
goes there. The teacher will explain that there are other directions in addition to the four primary
ones learned previous. The teacher will fill in the missing directions while reciting to the
students what the abbreviations stand for. Students will be asked to stand in place and follow the
simple rules of Simon Says to review the eight directions. This will allow for an exercise in the
material but also listening and following directions. Once the eight directions have been
reviewed the students will sit again. The students will then create their own compasses, which
they will keep and use as their reference tools for later activities.
On day four of the unit, students will be shown a map that has different pictures and
items on it and students will be called on individually to answer questions about the map,
particularly where objects appear on the map—for instance, where is the big tree on the map?
Students will be expected to answer with the direction that would be nearest to the item, in this
case a tree. This same format will continue in a similar fashion for the remainder of the items.
This activity will also allow for a review about a map key, as students will have to utilize a
compass and applying it to a life-like situation. The students will brainstorm other uses for a
compass and where else we could possibly see them.
On day five of the map-globe unit, students will be presented with a map and a globe, and
a blank Venn diagram during whole group instruction. The use of a Venn diagram will be
described so the students understand the purpose and will therefore see it as a means of
comparing and contrasting two objects visually. The students will be asked to share
characteristics that each item would have and then categorize it as something that the item has or
if it is something that the two items share. Depending on where the characteristic will go the
36
characteristic will be written in the appropriate location. Every so often the characteristics will be
read to help students understand and comprehend the similarities and differences so they could
then be applied.
The sixth day of the map-globe unit will have students applying the knowledge learned
from day five. Students will be given a worksheet that has characteristics about maps and globes
which they will have to cut out. Using a 9” x14” sheet of paper, students will create their own
Venn diagram and include the picture and the word on top of each bubble. Students will use
large circle templates to create the necessary overlapping circles by tracing them onto the large
paper and will then write the appropriate word on top of the circle. Students will then organize
the characteristics in the appropriate location and once being checked; they will glue the
characteristics down and will then continue to decorate their Venn diagrams with a coordinating
picture. On the reverse side, students will be encouraged to create a Venn diagram between two
other related items, such as a town and a state, or a country and a state, etcetera using what they
have learned thus far from discussions, students will be encouraged to use their texts and related
library books. Completed works will be hung in the hallway to display the students work and
knowledge of maps and globes.
The seventh day of the map-globe unit the associated vocabulary will be addressed and
discussed in a whole group activity. The teacher will review the vocabulary words – latitude,
hemisphere, axis, country, continent, longitude, equator, and state. The teacher will then show
the students pictures that relate to the words and exemplify the meaning of the terms without
having words. Then on the white board the teacher will line up the terms on one side and the
pictures on the other side – both lined vertically. One by one the teacher will read a short
definition and using the pictures, the students will match up the words with the pictures, for each
37
one the students will need to justify their thinking and explain their choice. This will be repeated
for all words, and at the end, the students will review all of the vocabulary to then be followed by
a quizzing game related to the vocabulary that will have students guess the term, picture, or
definition when given an oral prompt.
On the eighth, ninth, and tenth days of the map-globe unit the students will work on their
final project of creating their own version of Me on the Map in which they will follow the same
format on pre-made sheets but the students will need to be the authors and the illustrators. The
students will need to write about their favorite room in their house that is in their town that is in
their country that is in their world. The students will work at their own individual pace and
complete the assignment. The students will go through the phases of a drafting process of
brainstorming, drafting, editing, proofreading, creating, and publishing. As the students
complete their assignments, the pages will be laminated and bound and the books will be added
to the class library for the students to read.
On the eleventh and final day of the map-globe unit the class will partake in whole-class
dictated individual post assessments. This activity will take place in the morning when the
students are more awake and attentive. As like the pre-assessment, the post assessment will be
given orally and will contain the same questions as the pre-assessment and given in the same
paper handout fashion within the same controlled climate.
Given the contextual factors of the town, school, and classroom, I plan on making certain
accommodations for the class during times of instruction and the materials that I have chosen.
First I want to expose all of the students to the different forms of maps and concepts outside of
their town of Rahway. In order to do this I plan on choosing literature, photos, and activities that
highlight the world outside of the town and expose them to areas that look different than what
38
they know and see everyday. The materials I have chosen overall are on a variety of reading
levels given that the vast majority of the class are on a below level reading level. There are
simple words to sound out and blend and the pictures are very descriptive and therefore will aid
students in their descriptions and comprehension. However, I have also included materials that
are on higher levels and contain more information for those working on a higher level of reading
and comprehension. In order to help achieve higher level thinking, the students will be applying
what they have learned to things that they will create on their own. By doing so, the students
will be able to gain a more concrete understanding of the presented concepts and be able to add
such information into their schemas. Those students who are currently working at and above
level will be challenged to think critically about the differences of homes and countries because
of the present geography. This will be done by such activities as having them look at two
different houses in two different countries and research what they can about the countries
geographically and how it affects the types of homes that are built. Also the students will be
encouraged to create maps of what they think a town may look like given its geography and then
compare and contrast to what they are like in Rahway, New Jersey.
Technology will be used during this thematic unit for maps and globes. I did use
technology for preparations as far as creating assessment plans, worksheets, and activities. I
used the Internet for its multiple sources on information about the different topics and New
Jersey’s Core Content Curriculum Standards. Technology will be used for research done by the
students and the students will be encouraged to use websites at their disposal to practice their
skills that they have learned about maps during instruction. Such learning activities will take
places at places such as Fun Brain and Quiz Hub – familiar sites that the students can operate
independently. The primary instruction will be done through whole group activity and the
39
number of computers in the classroom is inadequate to the number of students. Also a number of
the activities are hands on therefore allowing the students to create and have a more concrete
experience. I believe that usage of technology is adequate for the above-mentioned lessons and
will not hinder the learning experiences of the children and will hopefully prove to be a positive
means of reinforcement and added interest.
40
UNIT PLAN VISUAL ORGANIZER
DAY
TOPIC
LEARNING GOAL
ACTIVITY TITLE
1
DEFINE MAP
1, 2, 4, 5
CLASSROOM MAP
2
MAKING A MAP
1, 2, 4, 5
CLASSROOM MAP
3
COMPASS ROSE
2
TAKING DIRECTIONS
4
COMPASS ROSE
2, 4
WHERE DO I GO?
5
MAP AND GLOBE
1, 3, 4
MAP AND GLOBE
VENN DIAGRAM
6
MAP AND GLOBE
1, 3, 4
MAKE A VENN
7
VOCABULARY
5
GLOBAL VOCABULARY
8
CREATE A BOOK
1, 2, 3, 4, 5
OUR OWN BOOK ABOUT
OUR SPECIAL PLACE
9
CREATE A BOOK
1, 2, 3, 4, 5
OUR OWN BOOK ABOUT
OUR SPECIAL PLACE
10
CREATE A BOOK
1, 2, 3, 4, 5
OUR OWN BOOK ABOUT
OUR SPECIAL PLACE
41
INSTRUCTIONAL DECISION MAKING
Throughout the seven weeks of instruction of the map and globe-unit, ten lessons were
implemented to help students achieve the five learning goals of determining the purpose and uses
for maps, the compass rose and the eight associated directions, when they should use a map and
when they should use a globe, how a map key uses symbols to stand for things, and some
vocabulary associated with maps, such as map, globe, hemisphere, latitude, longitude, continent,
country, state, key, compass rose, ocean, and equator. These activities covered various subjects
such as science, math, and language arts/literacy. For every learning goal I created the activities
based on the results of the students’ pre-assessment testing. Even with considering the students’
pre-assessment results as well as their learning styles, the lessons did not go as I had planned on
paper as well as in my mind. Instead, modifications had to be made in order to accommodate
students and their learning responses to the activities presented.
The first lesson that had significant modifications was the creating of the classroom map.
During the whole group instruction I began the discussion of where one can see maps in the
community and how they can be used. Students offered such examples of maps that have seen in
the mall, at amusement parks, and in the back of a textbook. After talking about the different
kinds of maps that we have seen, we developed a basic understanding of what a map is – a way
to tell where things are and how to get there. The students were then invited to sit on the floor
and take part in creating a map. Using blue painters’ tape, I outlined a rectangle, acting as the
outline of the map, on the floor of the classroom. I had explained that together the students were
going to make a map of the classroom on the floor. I showed a compass rose with the four
primary directions (North, East, South, and West) and placed it on the upper right corner of the
map outline. Students were pointed out to show the directions – for example, Miss Conrad is
42
sitting at the North end of the map, Olivia is to the West, Andrew is to the East, and Brayden is
to the South. Students were asked to mention items in the classroom that they think should be on
the map that another person might need to know in order to navigate the room if they had never
been there before. Students were expected to, and did, mention items like the chalkboard, carpet,
desks, closets, tables, and etcetera. When a student provided an item that was not really pertinent
(pencils, paper, computer mouse, witch fingers) they were still be encouraged and praised for
their attempts but then to think of a more significant piece in the classroom. As students
contributed ideas, shapes were presented for the items. Students were expected to say that the
items look nothing like what they represent and they did. This led into the idea of a key and how
on a map things are represented in a simple manner and a key can tell what it is. The students
recognized that the shapes were being used as symbols for other items because they didn’t look
exactly the same. One student referred to the symbol as a “holding place” for a real object. As
students continued to contribute ideas, they selected the appropriate shape and placed it on the
map. Considering that the classroom is a familiar place to them I assumed that they would be
better able to construct a map, especially as a group, but there were specific occurrences that
altered how I continued on with the lesson now as well as in the future.
To improve the students’ progress toward the learning goal, I had to make several
accommodations for the students collectively. For students to initially name items in the
classroom I asked the students to identify items that we use everyday. They were suggesting
items like pencils and erasers – essentially items that are too small to be shown on a map and
also they do not make a significant impact on the room. Therefore I instated a game of I Spy so I
was essentially describing the items I wanted them to mention but they had to guess by my
43
physical descriptions (‘spicy” words). The students were able to become more involved as they
were all looking around the classroom to see if they could spot the object first.
Also some students became bored with just filling in a map, so I needed to make it more
interesting to them. I had told them that we needed the map so we could make our way around
the room if we were without out sense of sight. The students liked the idea of having their vision
“shut off” so they would have to rely on their sense of touch and also their knowledge of the
classroom’s layout. I selected some students to begin at the door, close their eyes and then make
their way through the classroom with my guidance. For example I told the first student to walk
forward five desks, so she began walking and reached out to her right and felt for the five chairs
to the desks. At that point I had the student open her eyes and tell me what she was by- - was she
close to the closet? Could she turn any way? Etcetera. This helped students to learn about
proximity and accuracy as each of the students wanted to take a turn to see if they could navigate
the room as they had organized on the map.
In the future I would like for each student to be able to have their own magnetic maps
that they may be working on at the same time as lesson is being conducted. That way the large
floor map would be my example to them and then they can all be more involved individually
while the lesson is going on. By providing a model I would be able to give the students a basis
on how to replicate the map for themselves as they all would have the physical means to be an
active participant. Also, this way they would also be able to learn about the scale of a map and
how we cannot have anything sized exactly because we do not necessarily have the required
space. The most important accommodation that I could make for the students during this
particular lesson was providing a purpose in the activity and therefore it became a meaningful
learning experience for them. By providing a purpose of creating a map for themselves and
44
others to use, the students were better able to learn cooperatively and complete the task presented
during the designated time.
The second lesson that had significant modifications was the multiple-day creation of
their own version of Me on the Map in which they followed the same format of the story on premade sheets. However, the students were the authors and the illustrators of the books as they
wrote about their favorite room in their house that is in their town that is in their country that is
in their world. The students were to work at their own individual pace and complete the
assignment. The students have been going through the phases of a drafting process of
brainstorming, drafting, editing, proofreading, creating, and publishing. As the students
complete their assignments, the pages are being laminated and bound and the books would be
added to the class library for the students to read individually and also aloud to the class during
carpet time.
I knew that this ending project would be ambitious but I found myself to be up to the
challenge, I did however underestimate the time quota that this project would take overall. The
problems were not in the construction of the pages as all of the prep work was done (with skill
levels considered) but my scheduling was faulty – as I have currently yet to finish the projects
with my students. I did not want to rush the students and I also wanted the students to be proud
of their finished projects so I would rather them take their time instead of rushing to hand in less
than their best. Each of the students was excited about creating their own story but with the class
being so divided in their skill levels, I have students at all different parts of the assignment,
regardless of the accommodations that I had instated for each step of the process. I have some
being close to finish while others are still trying to get the drafting and revising part done. The
students recently had the NJ Pass testing, which ate away from our potential time, and it seems
45
that in a regular day we are just squeaking by with the material that we need to be covering in the
curriculum, let alone an additional activity. My original scheduling of three days would perhaps
would have worked if there were no interruptions in the school day and there was no pressure to
complete and assess literacy and mathematics curriculum.
Since I am now just taking the project, one day at a time, I am currently more concerned
with the fact that my students are learning about the writing process and applying their
knowledge and information to their books. I am also expecting my students to in the end be
proud to put their best work forward when they publish it. The next time I would teach this unit
and use this particular project I would definitely organize the timeline in relation to the
curriculum – and making time to include such “extra” curriculum that is not mandated by the
state. Also if I were to have a class with such a varying degree of skill levels I would reconsider
having everyone do the same book. For example, those who are working on a higher level could
make their own book about the state and could therefore also practice their research skills.
Those on an average level could write about the town or the school and those on a low level
could create their own book using pre-made sentence pages where they just have to fill in the
applicable information. I would also lengthen the anticipated time frame by setting goal marks
for each part for each group so that way they are all getting done in small groups and will not be
judged based on twenty other students, but limited to the groups that they are in. I would also
like to incorporate peer workshops so students would be able to interact more and share their
ideas and stories, which will help both them individually as well as those who they are
workshopping with.
Every lesson did not go as planned because it was difficult to predict how students would
react and how things could potentially go awry and challenge the way the lesson was being
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instructed. Since I was not expecting such modifications I was not prepared and therefore had to
think on my feet with my students first and foremost in my mind. I had to see through their eyes
and then figure out what I could do to help them learn and achieve the objectives that I had
predetermined. My first grade students have thus far showed me how important it is to be ready
for anything but also that some things will be beyond my control and I have to roll with the
punches and think of a solution that will help my students learn through developmentally
appropriate practices.
If a lesson does not go as planned, I no longer view this as a failure as I once would had
in the beginning of my pre-professional experience. Every accommodation and modification
helped me recognize that I could teach and change a lesson to help customize the learning of
each individual student while still having them achieve what I desired them too for the learning
goals. The modifications did not change the material that was being taught as it simply changed
how I presented and taught the material and in the end I preferred how I taught with the
modifications as opposed to the original lesson plan. Each modification gave me a new idea and
I was able to learn more about how children process directions and information, which allowed
me to make changes in advance as well as educated decision-making once the instruction period,
had begun. I have learned to “listen” to the students and consider their abilities and knowledge
first and foremost and it is this that I believe has let me create objectives and lesson plans that are
more geared to the students as they are presently and not expecting “too much”, which usually
ends in disappoint. I have learned to accept the students’ best and the importance of designing
lessons around them and how even a simple change can make a world of difference for myself,
but most importantly, for my students. When all else fails, I simply try again and don’t get
discouraged.
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ANALYSIS OF STUDENT LEARNING
Throughout the seven weeks of instruction of the map and globe-unit, ten lessons were
implemented to help students achieve the five learning goals of: identifying maps as a means of
finding out where places are and how to get from one place to another, being able to locate the eight
directions (north (-east, -west), south (-east, -west), east, and west); distinguishing when to use a
map and when to use a globe; recognizing that maps use drawings (symbols) to stand for things;
applying vocabulary associated with maps and globes, such as map, globe, hemisphere, latitude,
longitude, continent, country, state, key, compass rose, ocean, and equator. The ten instructed
lesson plans associated with the Maps and Globes unit were derived from the students’ preassessment results as well as the five predetermined learning goals.
For the pre-assessment, each member of the class completed a five-page assessment
packet that assessed the five predetermined learning goals set forth for the Maps and Globes unit.
The five pages of assessment included asking what a map is and if they have used one and when;
labeling a compass rose, matching map and globe related definitions with the appropriate term,
sorting features of globes and maps, and finally utilizing a key coordinated with oral directions to
complete the final assessment piece. The same assessment packet used for the pre-assessment
before the unit began was used for the post-assessment after the completion of the main learning
activities for the unit. With using the same assessment packet for the pre and post assessments
ultimately allowed for the accurate documentation of achievement gains in relation to the preassessment. Upon completing the post-assessments and comparing the scores, there was a
significant increase in the students’ applied knowledge of maps and globes and the information
derived from the lessons. These score increases were found individually as well as communally
in each of the five learning goal-based assessment pieces.
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WHOLE CLASS: LEARNING GOAL #1
The first learning goal states that student will identify maps as a means of finding out
where places are and how to get from one place to another. The pre and post assessment device for
this learning goal will be a simplistic worksheet where students will be presented with two
questions - “What is a map? (This question will be multiple choice in which students will circle
the appropriate answer out of a choice of five)” and “Have you used a map before? When?” This
learning goal will be assessed formatively through discussions, explicitly about memories that
students may have about maps they have seen and may have used. What the students knew
about maps was assessed formatively through worksheets and making connections.
In the pre-assessment, the majority of students (74% - 17 out of 23) identified a map as a
means of telling information about where a place is and how we can get there. 22% of students
(5) believed a map to be a way of discovering answers for a test and 4% of the students (1) chose
that a map could tell what is on television. In Learning Goal 1’s post-assessment, 100% of
students (23 of 23) correctly identified the purpose of a map, resulting in a 26% improvement.
100
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10
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NG KM XM TC JM TV OO JC RV BP DH AD TO JR RR OF SS YV VV JJ AS DB AE
Pre-Assessment
Post-Assessment
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WHOLE CLASS: LEARNING GOAL #2
The second learning goal states that students will locate the eight directions (north (-east, west), south (-east, -west), east, and west)). For a pre and post assessment, students were given a
print out of a compass rose with blank boxes at each of the points of direction. Students were
provided with a key at the bottom of the sheet providing corresponding letters and direction. This
learning goal was assessed formatively by students’ application of directions to maps that they
encountered and created as well as having the students move according to the directions during daily
activities.
In the pre-assessment, 35% of the students (8) identified North and South correctly, 13%
of the students (3) correctly identified Southeast, 8% (2) accurately identified Southwest and
West, and 4% (1) identified East, Northwest, and Northeast appropriately. Of twenty-three
students, one student identified all of the directions correctly during the pre-assessment, for she
has already had experience with a compass.
In the post-assessment for Learning Goal 2, there
was a 68% improvement in the student’s knowledge and application of the eight directions
associated with a compass rose.
100
90
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0
NG KM TC JM TV OO JC RV BP DH AD TO JR RR OF SS YV VV JJ AS DB AE
Pre-Assessment
Post-Assessment
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WHOLE CLASS: LEARNING GOAL #3
The third learning goal is that students will distinguish when to use a map and when to
use a globe. The pre and post assessment was to have students organize facts about maps and
globes into the appropriate column. The six answers were numbered so the students only had to
write the number in the column and not the entire sentence. The sentences were read aloud
before the assessment began and then each fact was read one by one so students could listen to
the fact and then place the number in the appropriate column. This learning goal was assessed
formatively by various questions, worksheets, and activities that occurred in conjunction with the
other learning goals and associated activities. On the pre-assessment 96% of the class (22)
accurately determined that a map can identify the street that one lives on and that a globe can
show you all of the continents with a single spin. 87% of the students (20) identified a map as
being flat and primarily made of paper and 78% of students (18) identified a globe as a spherical
object that represents the Earth. 70% (16) answered correctly that a globe is set on an axis and
57% (13) identified a map as a means of finding a store in the mall. Upon completing the postassessment, there was an overall 35% improvement for Learning Goal 3.
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NG KM XM TC JM TV OO JC RV BP DH AD TO JR RR OF SS YV VV JJ AS DB AE
Pre-Assessm ent
Post-Assessm ent
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WHOLE CLASS: LEARNING GOAL #4
The fourth learning goal states that students will recognize that maps use drawings
(symbols) to stand for things. For a pre and post assessment, students colored and marked a map
of an unfamiliar room. The map of the room was drawn in such a way that each piece was
represented by a symbol, which were all represented in a key in the lower right hand corner.
Students were instructed orally to color and mark the map appropriately. The key was reviewed
once before hand paying particular attention to the words and not so much the shapes that had
been used. This learning goal was formatively assessed through individual worksheets and
group activities that centered on the application of a key to a map as well as creating their own.
In the pre-assessment, 100% of the students marked the C’s appropriately in the corners,
96% of the students (22) marked the two rugs with circles, 91% (21) of students accurately
placed an “x” on each of the desks, 83% of students (19) marked the shelf with an “s”, and 74%
of the students (17) shaded in the chairs with their pencils as directed. Learning Goal 4’s postassessment showed an 11% improvement in the students’ knowledge of applying a key to a map.
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NG KM XM TC JM TV OO JC RV BP DH AD TO JR RR OF SS YV VV JJ AS DB AE
Pre-Assessment
Post-Assessment
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WHOLE CLASS: LEARNING GOAL #5
The fifth and final learning goal states that students will apply vocabulary associated with
maps and globes. Such vocabulary included map, globe, hemisphere, latitude, longitude,
continent, country, state, key, compass rose, ocean, and equator. The pre and post assessment for
this learning goal was a matching activity in which students will write the corresponding number on
the line next to the word that matches the definition on the opposite side. Before the pre-assessment
began the words and the definitions were reviewed and the assessment was then given orally. The
definition was read and the students wrote the number from the definition next to the appropriate
term. This learning goal was assessed formatively through daily activities involving the map lessons
and will encourage students to expand and apply the concepts to other areas and applications. The
daily incorporation of the vocabulary allowed students to practice and apply the information.
For the map and globe applied vocabulary, 17 % of the class (4) accurately identified the
definition for globe, 13% (3) identified state’s definition, 9% (2) for key and 4% (1) for map,
hemisphere, continent, and country. The post-assessment for the fifth and final Learning Goal
showed a 82% improvement in the students’ achievement.
100
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NG KM XM TC JM TV OO JC RV BP DH AD TO JR RR OF SS YV VV JJ AS DB AE
Pre-Assessment
Post-Assessment
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Learning Goal Pre and Post Assessment Comparisons
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LG1 LG2 LG3
Pre-Assessment
LG4
LG5
Post-Assessment
Pre and Post Unit Assessment Comparisons
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0
Pre-Assessment
Post-Assessment
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Pre and Post Tests for Maps and Globes Unit
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NG KM XM TC JM
TV OO JC
RV BP DH AD TO
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Unit Post-Assessment
Unit Pre-Assessment
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AS DB AE
SUB-GROUPS
In the first grade class there are three distinct ability levels academically – above,
average, and below, that are exhibited in literacy as well as mathematics. There are
approximately eight students who are below level and seven students who are working at level,
while the remaining eight students are working at a higher academic skill level. In terms of
Learning Goal 2, there was the most noticeable visible difference in the pre-assessment/postassessment graph. Learning Goal 2 depended highly on their abilities to learn, comprehend,
practice, and then apply. If the students failed to practice and apply the information
meaninglessly there would be a significant effect to the achievement of the goal. The preassessment scores ranged from 0 to 100; therefore in order to comprehend how each type of
student performed overall, the scores for the specific learning goal were combined for the preassessment as well as the post-assessment according to skill level and then averaged. Those who
are working on a Below level scored an average of 2% on the pre-assessment and then scored
68% on the post-assessment. Average level students scored an average of 9% on the preassessment which then increased to 80%on the post-assessment. Students working Above level
on the pre-assessment scored an average of 31% and on the post-assessment increased to 100%.
These findings show that one’s preliminary skills as a whole in the classroom, affect how one is
able to learn and apply information in a variety of academic areas and concentrations.
100
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60
40
20
0
Below
Level
Average
Pre-Assessment
Above
Level
Post-Assessment
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Individuals: (*Name has been changed to protect the identity and privacy of the child).
KM* and OF* are two seven year olds in the first grade class. KM is a student who is working
Below Level in the classroom, while OF is a student who works Above Level in the classroom. I
chose to compare KM and OF because of the vastly different skills and needs in the classroom
that I was curious as to how different types of learners responded and benefited from the lessons
that centered around the five predetermined learning goals.
KM is a black male student who is currently enrolled in the Basic Skills pull-out program
at the school. KM has difficulty in both literacy and mathematics and needs constant assistance
in the classroom in order to stay on task, learn the concepts, and complete any necessary work.
KM needs activities to be physically involved so that he is able to maintain attention and focus
throughout but will interrupt lessons with his disruptive behaviors, which have been brought to
administration’s attention several times. KM would much rather be at home playing than being
in school.
OF is a Caucasian female who enjoys coming to school everyday and excels both in
literacy and mathematics. OF is currently reading above level and participates in the Advanced
Reading Program. OF is very independent in the classroom and does not need constant
monitoring or guidance that other students require throughout the day. OF loves to read and
write and enjoys working with the teachers correct papers and help her classmates with
unfinished work that they may find difficult. OF is able to utilize her own imagination and
therefore does not necessarily need the visual stimulation that other students may need. OF has
the ability to be an auditory learner and often picks up information even when performing
another task. OF is one of the highest students in the class and does not exhibit any behavioral
problems inside the classroom.
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For Learning Goal 1 on the pre-assessment test, KM scored a 0 while OF scored a 100%;
on the post-assessment KM and OF both scored a 100%. On Learning Goal 2, KM received a 0
on the pre-assessment while OF scored a 37%; the post-assessment scores increased to a 50% for
KM and a 100% for OF. Again, during the pre-assessment KM was fooling around with his
neighbor and therefore had not heard the directions so he was not able to complete the page. For
Learning Goal 3, KM scored a 67% on the pre-assessment with a 100% on the post assessment
and OF scored a 100% on both the pre and post assessment. KM scored a 9% on the preassessment and an 83% on the post-assessment for Learning Goal 4 while OF scored a 33% on
the pre-assessment and a 100% on the post-assessment. For Learning Goal 5, KM scored a 40%
on the pre-assessment and then a 100% on the post-assessment; OF scored a 100% on both the
pre-assessment and post-assessment.
I believe that KM’s low scores, in comparison to OF’s high scores, were the result of
several factors during the assessment periods as well as the instructional periods. During the
majority of the pre-assessment administration, KM was fooling around with a nearby classmate.
I believe that his behaviors negatively affected his listening to myself, which then affected how
he completed the assessment piece. With KM being a visual learner, he was not stimulated
during the assessment pieces so he lost interest and therefore moved on to an activity that he
would rather participate in. I also believe that because KM was uncomfortable with the fact that
he was first being assessed on material that he did not know shut him down and he avoided the
work. The differences between the scores of KM and OF on the pre-assessments and postassessments are evidence that one’s outward behaviors, performance, and academic habits affect
a wide array of areas from learning to application of ideas to testing. It also shows that what
effort one puts in affects the overall outcome of the students’ learning experiences.
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In looking at the work of KM and OF, I was able to see the differences that existed
between those working Below Level and those working Above Level. In the classroom, it is a
daily routine to ensure that there are three sets of modifications for the three distinct levels of
learners. This guarantees that each student will be able to learn and comprehend the same
information but just in a different way. Each skill level has specific modifications to make the
learning meaningful for each student but at the same time the student’s individual enthusiasm
and attentiveness is crucial as to how the information is interpreted and applied.
Throughout the seven weeks of instruction, KM was distracted and exhibiting less than
desirable classroom behaviors. KM’s work throughout was sloppy and often times were going
unfinished in the given period so it had to be made up during free time. Even then KM struggled
to complete his work as he would wander around the classroom and interact with his classmates.
KM’s experience could have been different and more positive if he had invested more of himself
and effort in his work and I believe that if he had done so his scores would have reflected that
and they would have been higher than what they were. I had expected OF to perform well in the
unit because she is generally a good student but also presents an enthusiastic curiosity to lessons
that fall outside of her normal routine of language arts and mathematics. This combination of
curiosity and strong work ethic resulted in her positive experience with the unit as well as her
absorption of the material and its further application in the activities and assessment pieces.
Ultimately my expectations of the students were accurate given their performance in
daily classroom activities showing a relationship in how they approach and complete presented
tasks and assessment pieces. In examining the learning of particular students I was able to see
this as well as how students at different skill levels learned during the unit and potentially what I
could have done differently to positively alter the outcomes for these students.
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REFLECTION AND SELF-EVALUATION
Learning Goal 5 from the pre-assessment to post-assessment had a growth of 82% (8%
90%). This particular learning goal’s development is evidence of the most success in
comparison to the other four predetermined learning goals. I believe that the overall success of
this specific learning goal was in part to two specific factors.
When I administered and later scored the pre-assessment it became evident that the
students had had no prior knowledge of the vocabulary words that I had selected to be used for
the Maps and Globe unit. In the school district social studies is not an area allotted in the
curriculum so they would have had no previous experience of the words and definitions unless
they had learned elsewhere in an informal setting. Since I was in essence starting from square
one I was able to start small. First, I had the opportunity to start from the basics and address the
primary knowledge of showing pictures and “helper” words and the students were able to make a
visual and auditory connection to the material. Before students can apply any material they first
have to learn it. Therefore I found it crucial for the students to have a concrete understanding of
the vocabulary terms before I expected them to apply it on their own. By incorporating the
vocabulary into the other activities the students were able to have the reinforcement necessary
for success in the unit.
Second, the presentation of the material was crucial in how the students learned for
Learning Goal 5. Throughout my design for this particular learning goal I was able to make the
material relevant to them by presenting it in a variety of ways to address the different skill levels
and types of learners that are present in the classroom. In order to transcend the material from
paper to visual I had created my own globe and labeled the different vocabulary words that I
wanted the students to learn. This way the students were able to see the vocabulary terms and
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definitions visually so that they could then apply the knowledge to their work in an abstract
fashion. Also by presenting the material in a variety of ways allowed each student to take what
they could from each form whether they are visual, auditory, or kinesthetic learners. No skill
level or type of learner was neglected in that all received equal opportunity to succeed.
For Learning Goal 5 there was the most improvement to be made seeing that the preassessment revealed a low percentage of understanding so a large chunk of my design was
allotted to this particular learning goal. By making the material visual and interactive the
students became interested and wanted to partake in the associated activities. The students were
guided from beginning to end and I believe that relevant learning made the most impact for this
particular learning goal.
Learning Goal 2 from the pre-assessment to post-assessment had a growth of 67%
(15% 82%). This particular learning goal’s development is evidence of the least success in
comparison to the other four predetermined learning goals even though there wasn’t a decrease
from pre-assessment to post-assessment. I believe that there are two contributing factors as to
why the growth wasn’t as high as the others – not enough instruction or application.
On the pre-assessment the students were presented with a compass rose – a device that
they had never seen before, let alone in context with directions. Despite the fact of the low preassessment percentage I felt as though that it was not necessary to spend a long period of time on
the instruction so I fit the formal information into two days and had it sprinkled throughout the
rest of the unit. I had thought that the students would not need much instruction since it was only
eight directions and really they had to learn the four and then just combine them to make up the
other four. As far as the application of the information I feel that I did not provide enough
meaningful application for the students aside from creating a compass and using it in conjunction
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with other lessons. Ultimately, the post-assessment scores would have improved more
drastically if I had allotted more time for instruction as well as meaningful application for the
students. In the future to improve my performance I would like to first of all allot more time to
instruction and ensure that there is a concrete understanding before going and applying the
information to a variety of other activities. By guaranteeing a concrete understanding I believe
that the students would have a more meaningful experience and moreover be able to apply the
information correctly. I feel that this simple change would make a world of difference for the
students and the outcome in the post-assessment testing.
I feel as though that I have greatly benefited from the work that is required by the
Teacher Work Sample. Each of the Teach Work Sample standards reflects challenges that are
common day occurrences in a classroom in addition to the other responsibilities held by the
teacher as well as the students. As a professional intern I have benefited from being a reflective
educator in a hope to create positive practices in my future classroom. The two areas of the
Teacher Work Sample that I feel have provided me with the most professional development are
the Contextual Factors and the Analysis of Student Learning.
The Teacher Work Sample’s Contextual Factors standard states, “The teacher uses
information about the learning-teaching context and student individual differences to set learning
goals and plan instruction and assessment.” Throughout the process of creating and compiling
my Teacher Work Sample, my contextual factors guided me from beginning to end as they
provided me with the basis for my learning goals, assessment plan and tools, and my overall
design for instruction. Being aware of the community, the students, and the classroom
environment plays crucial roles in how I teach and by researching I gained a better understanding
as to how I should go about instructing my students in the given environment. Me researching
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the information was only one step but applying it is another and I feel that I would not have been
able to develop the Teacher Work Sample as it is here without being able to apply what
information I had acquired. Before one can do anything we must learn, understand ourselves,
and make mistakes and corrections to learn for the future. I believe that my research on the town,
school, and the students led me to do the best possible job I could for my students during this
unit. Seeing the value in acquiring the Contextual Factors has allowed me to see the importance
of knowing the territory before diving in and with that I will continue to look before I leap.
The Teacher Work Sample Analysis of Student Learning standard states, “the teacher
uses assessment data to profile student learning and communicate student progress and
achievement.” As teachers, we all have some way of tracking progress, whether it is a checklist,
grades, and etcetera. I had always looked at my students work as means of progress and learning
but failed to see the bigger picture. By creating graphs to track the students’ learning I was
visually able to see the progress – where it was strong as well as where it was weak, on
individual and group basses for each of the five predetermined learning goals. The visualization
of this information allowed me to see where I could improve teaching, not just the students’
output of work. From using graphs I was also able to derive clear and accurate information that
shows wholly what improvement the students had made. The Analysis of Student Learning
makes me think what I could have done differently to increase their learning to make it more
meaningful and concrete so that it could be applied abstractly individually. However, it also
shows me just how much the students had learned from the pre-assessment to the postassessment. It was truly remarkable that I was responsible for the teaching the material but even
more so that the students retained the information and could apply it. Overall, this section helped
me to recognize that I can teach in such a way that the students learn and can then apply.
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The Teacher Work Sample has helped me to gain a better perception of being a
classroom teacher in an early childhood setting. Throughout my career, I will continue to be a
reflective educator because my growth as a teacher will help my students grow year after year. I
will continue to learn, try new techniques, have successes, make mistakes, and see what works
for my students. If the students are failing, then I in essence am failing because I am not giving
all what I can to them, because I am not trying hard enough. Someone only fails when they do
not try and put forth no effort. Teaching is a multi-faceted career in which one must be sensitive
to a multitude of factors and learners and continue to strive forward despite trials and
tribulations. I believe that such a profession such as teaching, especially in early childhood,
needs a certain type of person who is willing to give all of themselves so that another may have
and I believe that I am capable of that and I want to give that everyday for as long as I teach.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
The mediocre teacher tells.
The good teacher explains.
The superior teacher demonstrates.
The great teacher inspires.
~William Arthur Ward
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