Kean University
Teacher Work Sample
Shannon McCabe
Senior Field Experience
EMSE 4900: Professor Melda Yildiz, Senior Seminar
Professor, Mr. Engesser-University Supervisor, Dr. MayClinical Supervisor
Jefferson Elementary School
Grade 1- Earth Science
Ms. Brown-Anderson, Cooperating Teacher
Fall 2012
Table of Contents
Introduction ................................................................................................................ 3
Philosophy Statement ................................................................................................. 6
Contextual Factors ..................................................................................................... 9
Learning goals ......................................................................................................... 15
Assessment Plan ....................................................................................................... 21
Design for Instruction .............................................................................................. 23
Instructional Decision Making ................................................................................ 33
Analysis of Student Learning ................................................................................... 36
Reflection& Self-Evaluation .................................................................................... 44
References ................................................................................................................ 47
Introduction
This teacher work sample belongs to Shannon McCabe, student at Kean University. The
College of Education at Kean University strives to prepare students who are enthusiastic
professionals, ready for the challenging and rewarding task of being an educator. Kean
University students accepted into the education program know the importance of knowledge,
skills, and dispositions that are aligned in the Kean University Spectrum Model. I plan to use the
knowledge learned at Kean University to model effective teaching instruction, the skills to
communicate and create a positive learning environment, and the dispositions to believe in the
learning ability of each student. I am also prepared to be a lifelong learner who will seek growth
as an educator.
This Teacher Work Sample includes a complete unit of study for first grade science. I
developed this unit during my professional internship in a first grade classroom at Jefferson
Elementary, Plainfield, NJ. The title of this unit is Earth Science “Our Earth” and was carefully
created to connect with both the first grade curriculum in Plainfield, New Jersey and the New
Jersey Core Curriculum Standards.
In developing the unit, it was important to thoroughly understand the community of
Plainfield, New Jersey, the Jefferson School environment, and most of all the many aspects of a
first grade classroom. When learning about the different aspects of Ms. Brown-Anderson’s first
grade class, it was imperative to learn about student strengths and weaknesses, student learning
styles, and the different interests of each student. All of these factors are outlined in the
Contextual Factors portion of this Teacher Work Sample. To develop clear learning goals the
implications learned in the contextual factors portion were carefully
considered. Each learning goal was connected with the NJCCCS and Common Core standards to
clearly state the aspects needed to be covered in a first grade science unit. Each earning goal is
provided with pre-assessments, formative assessments, and post-assessments that are appropriate
for the needs of each learner in the class. This assessment plan is an important element to a unit
plan which helps measure how each student is grasping the information in each lesson.
Each lesson requires a well thought out plan with instructional activities and assignments.
Many hands on activities are incorporated into this unit which are important to have in any
science unit. The use of a Promethean is also used to enhance this unit. All instructional
implications are outlined in the Design for Instruction.
A teacher will stumble upon many situations that will need a quick adjustment. These
changes will make a lesson more effective or a classroom more manageable. A teacher needs to
be flexible because situations like this can happen every day and will affect the learning of the
students. Adjustments made in this unit are found in the Instructional Decision Making portion
of this Teacher Work Sample.
Teachers need to analyze student data to ensure each learning goal was met. When
looking at the final date between a pre-assessment and a post-assessment, teachers can measure
the amount a student learned in each learning goal. Careful analysis of the assessments in each
learning goal is found in the Analysis of Student learning. The last portion of this Teacher Work
Sample is The Reflection and Self-Evaluation. This portion is an essential part of the Teacher
Work Sample because it is a time to reflect on their instruction of the unit. All effective teachers
should reflect on every lesson taught. This will improve the instruction abilities of the teacher
and enhance student learning. Each section of this Teacher Work Sample plays an important role
in creating an effective teacher. This Teacher Work Sample is a reflection of the educator I am
set out to be in today’s dynamic and diverse society.
Philosophy Statement
TWS Standard- The teacher uses information about the learning-teaching context and student
individual differences to set learning goals and plan instruction and assessment.
I believe that the goal of education is to assist the progress of each and every student’s
capability to think and grow to their fullest potential so they can become successful members of
society. It is important for me as an educator to provide the students with an engaging
environment in which they are able to mature on an intellectual, emotional, physical, and social
level. It is my aspiration as a teacher to make the classroom a place where students can build on
their prior knowledge, and have an enjoyable learning experience in the process. The
SPECTRUM model in the Kean University College of Education has helped influence and shape
my beliefs regarding the importance of education and its effect on our students today.
I believe that it is essential for the students to become familiar with the fundamental
before achieving those topics that are more complex. It is my goal as an educator to use realistic
situations to ensure that the topics make sense to the students. I would like the students to not
only understand “how” something works, but “why” it works and how it can be applied to the
real world.
As an educator, I will use my knowledge that I have accumulated over the years in
addition to the Common Core Standards and New Jersey Core Curriculum Content Standards to
produce lessons that accommodate the learning styles of each student to prepare them for
successful learning. I believe that each student has their own learning style and can benefit from
working with those people who surround them in their environment. I believe that psychologist
Lev Vygotsky’s focus on the connection between children and the sociocultural context in which
they act and interact in shared experiences is often demonstrated in the school setting for all
grade levels. In my opinion, social interaction is a crucial form of instruction for all subjects and
is a great way of keeping the students motivated and engaged in the lesson. Whether the class is
having a discussion with the teacher, or they are working in a group to complete a worksheet, the
students can learn and benefit from one another and from the teacher.
Throughout my experience in the field, I am able to examine the diverse ways in which
students retain their knowledge and learn. One single class can contain various different learning
styles and it is my job as an educator to tailor my lessons to accommodate each style that is
present in the classroom. There are many methods of teaching that I will use in order to ensure
that the students are able to learn to their fullest potential. I will use technology, group activities,
traditional lectures, and manipulatives in my classroom to attend to the auditory, kinesthetic, and
visual learners. It is important to me to try to use a variety of each method every day to make
sure that each student mastering the material that is presented to them.
In addition to those teaching methods, I will also make sure that I demonstrate higher and
lower level objectives in my lessons to attend to the students who perform on a more advanced
level, and to those who have a more difficult time with the material. It is very critical for me to
make the classroom a place where students can feel comfortable, safe and have the selfmotivation to discover all that education has to offer.
As a self-proclaimed “realist” I believe in the educational philosophy of “Realism” .
With science being my content area I believe it is crucial that the students focus on facts and
basic skills through demonstration and recitation. The famous philosopher Aristotle believed that
to understand an object, its ultimate form had to be understood, which does not change.
I also agree with developmental psychologist, Carol Tomlinson-Keasey, and her strong
belief in the importance of differentiated instruction in the classroom. Differentiated instruction
is an approach to teaching that advocates active planning for student differences in the classroom
and is something that I will take very seriously. If differentiated instruction was not present in
the classroom, the students would not perform to the best of their ability. If one teacher had a
long lecture every day, and a few students are kinesthetic learners, they most likely will not
perform their best because they will benefit more from a hands-on activity. Every class contains
students that have their own learning style and preference, and it is imperative to use a variety of
different methods during instruction.
As a beginning teacher, I will make sure that the students in my class know that I am
there to help and I want them to succeed in my class and in life. It is important for me to get
know each student as an individual because each student is unique and possesses their own
strengths and weaknesses. Famous poet, Ralph Waldo Emerson, once said, “The secret in
education lies in respecting the student.” If teachers show the students that they respect and care
for them, I truly believe that will go a long way and the students will appreciate that. Teachers
should not be people who just educate; they should be looked upon as mentors and role models
to every student. My goal as a future teacher will be to always be open to new ideas and
improving myself, and to go above and beyond for my students to ensure that they will become
successful lifelong learners.
Contextual Factors
TWS Standard- The teacher uses information about the learning-teaching context and student
individual differences to set learning goals and plan instruction and assessment.
The teacher uses information about the learning-teaching context and student individual
differences to set learning goals and plan instruction and assessment. The contextual factors
provided an in-depth understanding of the community, school, classroom, and student
characteristics that may affect our students’ development and progress.
The Community Factors:
Jefferson Elementary school is located in Plainfield, NJ. Plainfield is a city within Union
county that has a population of 49,808 according the US Census Bureau (2010). The total
number of households is 16,221, while 15,180 are occupied and 7,591 are owner occupied. The
population by ethnicity of the city is represented by 20,105 Hispanic or Latinos, 11,724
Caucasian, 25,006 African Americans, 474 Asians, 455 American Indian and Alaskan Native,
and 10,024 identified as other. By percentages African American make up 50.2%, Hispanics
40.4%, Caucasian 23.5% , American Indian 0.9%, Native Hawaiian 0.1% The city of Plainfield
is approximately 6 square miles. Plainfield is bordered by Scotch Plains, Fanwood, Dunellen,
South Plainfield and Piscataway. In 1684 the city of Plainfield was settled by Quakers.
Plainfield was formed as a township on April 5, 1847. Portions of Westfield Township were
taking to create Plainfield; some areas were also still part of Essex County. It became a part of
Union county officially on March 19, 1857. Plainfield is nicknamed “The Queen City” that is
known as a bedroom suburban area in the NY metropolitan area. It is a 63 minute rail commute
to New York City.
The median household income from 2006-2010 is $52,056 which is about $18,000 lower
then New Jersey’s median income of $69,811. The per capita income in the past 12 months
(2010) was $23,767 where New Jersey’s was $34,858. There are 3.02 people per households in
Plainfield. According to City Data there are 24.1 percent of residents in Plainfield below the
income poverty line where New Jersey is 12.5%. There are 8,269 people per square mile which
is much higher than the state average of 1,195.5. The Population by age is 6,726,680 living in
Plainfield 18 and over and 2,065,214 under 18. The largest population according to age is the
35-49 range which equals 1,942,813.
The District Factors:
The Plainfield Public School District serves students ranging from kindergarten through
twelfth grade. A list of the schools can be found on Plainfield’s city District site. There are six
elementary schools, one K-7 school, two K-8 schools, two middle schools grades 6-8, one
school that is for the Advanced studies and performing arts 7-11, and two schools from 9th -12th
grade. The BOAACD focuses primarily on academic achievement and civic responsibility.
Jefferson Elementary (K-5)
Barlow (K-5)
Evergreen Elementary (K-5)
Stillman Elementary (K-5)
Washington Elementary (K-5)
Woodland Elementary (K-5)
Emerson Elementary (K-5)
Cedarbrook (K-8)
Clinton (K-8)
Cook (K-7)
Hubbard Middle (6-8)
Maxson Middle (6-8)
PAAAS (7-11)
BOAACD (9-12)
Plainfield High School (9-12)
The School Factors:
Jefferson Elementary is a four story building located on the east side of Plainfield,
bordering Dunellen. The school is composed of 415 students. The staff consists of around 55
employees, including teachers, custodial, assistants, and secretaries. The school and the larger
district expect all students to achieve the New Jersey Core Curriculum Content Standards and
Common Core Content Standards at all grade level. The curriculum includes bilingual studies ,
reading and language arts, media skills, math, physical education, music, science, social studies,
visual arts, vocal music and world languages. 50% of the classes are bilingual classes. The
students are taught in Spanish for one week, and then the following week they are taught the
same information in English. . The children’s specials are art, computers, library, music, and,
physical education. There are multiple inclusion classes as well as resource room and LLD
(Language Learner Disability).
The Classroom Factors:
The classroom in which I am completing my student teaching is composed of 13
students, 8 girls and 5 boys. . The classroom is located on the second floor of the three story
school building, at the end of the hall, in the corner. The class consists of a white board, a
promethean board, 20 lockers, one closet, a wall of windows, multiple bulletin boards, displays
of students artwork pertaining to units, projects, and activities. A cursive alphabet lines the top of
the front wall. There are four computers in the class room, one that is hooked up to the
Promethean Board. There is a listening and reading center that is composed of a table with 5
chairs. There is a math, writing, and science center also. The teacher’s desk lines the left wall
where the windows are in place. There are multiple math manipulatives in the front of the
classroom next to the elaborate library my cooperating teacher has built. There is a calendar and
classroom rules on the board. The children’s desks are in the center of the classroom arranged in
groups of four or five. There are two groups of four desks and one group of five desks that are
arranged to make three tables.. There is a carpeted area in the front of the classroom near the
library and whiteboard where morning messages, calendar discussion read aloud are held. The
classroom is decorated with educational images and motivating messages, in addition to several
areas that display the children’s art work. This is the classroom management plan that the
students are expected to abide by.
First Grade Classroom Expectation
1) Be a good learner
2) Be a good listener
3) Respect others
4) Be prepared to work and do your best
5) Be on task
Classroom Rules
1) Raise your hand to speak
2) Keep hands and feet to yourself
3) Use quiet voices
4) Always do your personal best
5) Clean up after yourself
Consequences for Negative Behavior
1) Several Verbal Warnings
2) Recess spent with teacher making plan to change behavior
3) Problem Solving sheet (sent home)
4) Call Home
5) Principal or Guidance referral
Consequences for Dangerous Behavior,
Classroom Disruption or Refusal to Cooperate
1) Immediate referral to principal
The school day is 6 hours and 35 minutes, which exceeds New Jersey average by 5 minutes.
The children have one special a day that is 40 minutes long, and lunch is 40 minutes long. The
children are expected to be engaged in educational activities for the remainder of the day.
English and Spanish make up the top percentages of languages spoken here at Jefferson
Elementary. The school is made up of 70% Hispanic and 30% African American students.
Student Characteristics:
This first grade class is composed of 8 girls and 5 boys, the racial makeup of the class is
composed of 10 students are from Hispanic descent and three are from African American
descent. The students are grouped by their reading level. The reading level is determined by the
Diagnostic Reading Assessment. This evaluates their comprehension and reading ability. The
students work in these groups during centers. The students’ scores were observed from last year
to observe their growth and progress. In the table below you can see the results from last year
and this year of the 13 students. The student KK did not attend a public school in Plainfield last
semester so his scores are not measurable. There are three students who scored a 3, five who
scared a 4, two who scored a 6 and 3 who scored a level 8. Most first graders are scores range
between a 4-16. Therefore reading materials must be differentiated, in addition to reading
groups, goals, and strategies based upon the results of the data. None of the students have IEP’s
but one student is being reviewed by the child study team. Four students get pulled out by a
reading specialist to focus on improvement of their comprehension and reading level. This is
one form of intervention. The student that is being reviewed by the child study team has a hard
time staying on task cannot read or write, and has difficulty focusing.
The students work well together in their groups and there is hardly any behavior
problems. The students have respect for the teacher’s. We encourage our students to express
themselves orally in group discussions and in written language during individual activities.
Students have weekly exams on spelling and reading, and occasionally math.
Instructional Implications:
Since the classroom is composed of such as diverse learning community, it is our job as
educators to teach to each individual child in a developmentally appropriate method that speaks
to the needs of each student. As a result, there are
DRA SCORES
Names
AA
SB
CC
CO
AM
NM
KP
KR
AR
WR
TU
JD
KK
March
2012
2
2
3
3
3
1
1
3
3
3
2
2
NA
June 2012
2
3
4
4
4
3
3
4
4
4
4
3
NA
September
2012
4
4
8
4
6
3
3
6
8
4
4
3
8
numerous modifications made for each child,
especially those with special needs. Differentiated
instruction, in addition to modifying materials,
instructions, procedures, and tasks are how these
children’s needs are met. The children who
receive intervention support leave the room with a
specialist while we are teaching that subject, ex.
Reading. Modifications are made daily to help
one student. Homework and the daily language practice are copied from the board, for this
student we type out the information and leave it at his desk to copy. He said he sometimes gets
confused reading the board and relaying the information on his paper. We also cut his spelling
words and homework down to half. Therefore, accommodations and modifications are made for
all learners depending on the child, knowledge of the child, and their state mandated educational
plans, such as their IEPs. My cooperating teacher and I believe in making modifications that hold
all children accountable for reaching the NJCCS and CCSS in ways that are appropriate for
them. My cooperating teacher and I work together to make sure objectives are not lowered but
achieved. The students in our class all have different learning intelligences whether it is visual
or oral so we need to make sure we suit the needs of all of our learners so they can succeed and
progress.
Learning Goals
TWS Standard- The teacher sets significant, challenging, varied and appropriate learning
goals.
The first grade students will do the following as part as their Earth Science Unit.
Learning Goal # 1
Learning Goal:

Students will be able to identify different types of land and bodies of water on Earth
Justification:

This learning goal meets the needs of all kinds of learners. It incorporates interactive
learning, visual learning, and hands on learning. This learning goal can be identified
with knowledge, comprehension and application, synthesis, and levels of Bloom’s
Taxonomy because the children will be able to learn identify and discuss different
bodies of water as well as landforms. Students will integrate their knowledge while
using globes and maps. The students will also be able to identify contents once the
comprehension is present. The children will be able to recognize that Earth is
composed of many unique bodies of water and land. This information is a key part of
the students understanding of Earth’s components.
Alignment with local, state and national standards:
This learning goal is aligned with the first grade social studies curriculum for The Plainfield
Public School District, New Jersey, Common Core Standards as well as the New Jersey Core
Curriculum Content Standards.
Standards:
•
Science:


5.2.2.A.1 Sort and describe objects based on the materials of which they are made and
their physical properties.
 5.1.4.A.1 Demonstrate understanding of the interrelationships among fundamental
concepts in the physical, life, and Earth systems sciences.
Language Arts Literacy

Speaking and Listening

CCSS.ELA-Literacy.SL.1.1b Build on others’ talk in conversations by responding to the
comments of others through multiple exchanges.

CCSS.ELA-Literacy.SL.1.1c Ask questions to clear up any confusion about the topics
and texts under discussion.
Presentation of Knowledge and Ideas

CCSS.ELA-Literacy.SL.1.4 Describe people, places, things, and events with relevant
details, expressing ideas and feelings clearly.

Social Studies:

6.1.4 B Geography, people, and the environment


Compare and contrast information that can be found on different types of
maps, and determine when the information may be useful.
Technology:

8.2.2.B.2

Investigate the influence of a specific technology on the individual,
family, community, and environment.
Learning Goal # 2
Learning Goal:

Students will be able to classify and explain the properties and characteristics of rocks
and soil.
Justification:

This learning goal meets the needs of all kinds of learners. It incorporates interactive
learning, visual learning, hands on learning and movement. This learning goal can be
identified with the knowledge, comprehension, and application and synthesis levels of
Bloom’s Taxonomy because the children will be able to observe and investigate
different types of rocks and soil using hands on activities. The students will be able
to identify the components that make up rocks and soil while describing their
appearance.
Alignment with local, state and national standards:
This learning goal is aligned with the first grade social studies curriculum for Plainfield Public
School District, New Jersey, Common Core Standards as well as the New Jersey Core
Curriculum Content Standards.
Standards:
•
Science:


5.2.2. A.1 Sort and describe objects based on the materials of which they are made
and their physical properties.
 5.1.4.A.1 Demonstrate understanding of the interrelationships among fundamental
concepts in the physical, life, and Earth systems sciences.
 5.4.2.C.1 Describe Earth materials using appropriate terms, such as hard, soft, dry,
wet, heavy, and light.
Language Arts Literacy

Speaking and Listening

CCSS.ELA-Literacy.SL.1.1b Build on others’ talk in conversations by responding to the
comments of others through multiple exchanges.

CCSS.ELA-Literacy.SL.1.1c Ask questions to clear up any confusion about the topics
and texts under discussion.
Presentation of Knowledge and Ideas

CCSS.ELA-Literacy.SL.1.4 Describe people, places, things, and events with relevant
details, expressing ideas and feelings clearly.

Technology:

8.2.2.B.2

Investigate the influence of a specific technology on the individual,
family, community, and environment.
Learning Goal # 3
Learning Goal:

Students will be able to describe how and why weathering occurs and explain the process
of erosion
Justification:

This learning goal meets the needs of all kinds of learners. It incorporates interactive
learning, visual learning, hands on learning and movement. This learning goal can be
identified with the knowledge, comprehension and application, synthesis, levels of
Bloom’s Taxonomy. The children will be able to understand that there are seven
continents in our world. Weathering and erosion is something we see every day. They
will recognize the difference. They will be able to observe and participate in hands
on activities demonstrating weathering and erosion to grasp and comprehend the
definitions..
Alignment with local, state and national standards:
This learning goal is aligned with the first grade social studies curriculum for Plainfield Public
School District, New Jersey, Common Core Standards as well as the New Jersey Core
Curriculum Content Standards.
Standards:
•
Science


5.1.4.C.2 Revise predictions or explanations on the basis of learning new
information.
 5.1.4.A.1 Demonstrate understanding of the interrelationships among fundamental
concepts in the physical, life, and Earth systems sciences.
 5.4.2.C.1 Describe Earth materials using appropriate terms, such as hard, soft, dry,
wet, heavy, and light.
Language Arts Literacy

Speaking and Listening

CCSS.ELA-Literacy.SL.1.1b Build on others’ talk in conversations by responding to the
comments of others through multiple exchanges.

CCSS.ELA-Literacy.SL.1.1c Ask questions to clear up any confusion about the topics
and texts under discussion.
Presentation of Knowledge and Ideas

CCSS.ELA-Literacy.SL.1.4 Describe people, places, things, and events with relevant
details, expressing ideas and feelings clearly.

Technology:

8.2.2.B.2
Investigate the influence of a specific technology on the individual, family, community, and
environment
Assessment Plan
TWS Standard: The teacher uses multiple assessment models and approaches aligned with
developmentally and culturally appropriate goals to assess children’s learning before, during,
and after the activity.
Learning Goal 1:
ASSESSMENT PLAN TABLE FOR FIRST GRADE
VISUAL ORGANIZER
LEARNING
GOALS
LEARNING
GOAL 1:
Students will be
able to identify
different types of
land forms and
bodies of water on
Earth
ASSESSMENTS
PRE-ASSESSMENT
POSSIBLE FORMATS OF
ASSESMENTS
PRE-ASESSMENT
Finding out about
children’s interest,
knowledge and
experience about the
unit while being
able to address any
misconceptions
* What do you know about
Earth? Pre-assessment quiz to
see what the children already
know about the unit.
*KWL chart in the beginning of
the unit. What do you know
about Earth? What do you want
to know?
FORMATIVE
ASSESSMENT
Documenting
children’s
involvement in the
unit activities
POSTASSESSMENT
Using culturally and
developmentally
appropriate ways of
documenting what
children have learned
individually and as a
group about the
project
activity
FORMATIVE
ASSESSMENT
*Observation
* Question and Answers on
Promethean Board
* W part on KWL chart
addressing what students want
to know
* Understanding of Vocab
POST-ASSESSMENT
*Review by completing the L
part on a KWL chart addressing
what the students learned
*Students will complete a
multiple choice quiz to match
the bodies of water, vocabulary
words and land forms to assess
understanding with 75%
ADAPTATIONS
ADAPTATIONS FOR
CHILDREN WITH
SPECIAL ABILITIES:
STRENGTH AND NEEDS
*Use the Promethean Board
when writing things down so
that the children are able to see
it.
*Verbal prompt by read
questions slowly and repeat if
needed.
* Challenge the higher level
learners to do more than just
what the whole class is doing.
* Repeat directions if
necessary.
*Work one-on-one or in small
groups with children who might
need extra support.
*Have the children work in
small groups
accuracy.
Learning Goal 2:
ASSESSMENT PLAN TABLE FOR FIRST GRADE
VISUAL ORGANIZER
LEARNING
GOALS
LEARNING
GOAL 2:
Students will be
able to classify
and explain the
properties and
characteristics of
rocks and soil.
ASSESSMENTS
POSSIBLE FORMATS OF ADAPTATIONS
ASSESMENTS
PREPRE-ASESSMENT
ADAPTATIONS FOR
ASSESSMENT
CHILDREN WITH
*Pre-assessment quiz
SPECIAL ABILITIES:
Finding out about
Choral Questioning
STRENGTH AND NEEDS
children’s interest,
Students will be asked
knowledge and
questions; answers will be
*Use the Promethean Board
experience about the recorded by the teacher.
when writing things down so
unit while being
What are rocks?
that the children are able to
able to address any
Are rocks living or nonsee it.
misconceptions
living?
What are rocks made out of? *Verbal prompt by read
What is soil?
questions slowly and repeat
if needed.
FORMATIVE
ASSESSMENT
Documenting
* Challenge the higher level
FORMATIVE
children’s
learners to do more than just
ASSESSMENT
involvement in the
* Have children address any what the whole class is
unit activities
misconceptions by asking
doing.
questions
*Observation
* Repeat directions if
*Vocabulary understanding
necessary.
*Classification of rocks
POSTusing descriptive words.
*Work one-on-one or in
ASSESSMENT
Using culturally and
small groups with children
developmentally
who might need extra
appropriate ways of POST-ASSESSMENT
support.
documenting what
children have
*Choral questioning to
*Have the children work in
learned
review
small groups.
individually and as a
group about the
*Quiz on rocks and soil to
project
identify their properties with
activity
75% accuracy.
Learning Goal 3:
ASSESSMENT PLAN TABLR FOR FIRST GRADE
VISUAL ORGANIZER
LEARNING
GOALS
LEARNING
GOAL 3:
Students will be
able to describe
how and why
weathering occurs
and explain the
process of erosion.
ASSESSMENTS
PRE-ASSESSMENT
Finding out about
children’s interest,
knowledge and
experience about the
unit while being
able to address any
misconceptions
FORMATIVE
ASSESSMENT
Documenting
children’s
involvement in the
unit activities
POSTASSESSMENT
Using culturally and
developmentally
appropriate ways of
documenting what
children have learned
individually and as a
group about the
project
activity
POSSIBLE FORMATS OF
ASSESMENTS
PRE-ASESSMENT
Pre-assessment quiz
Have students look at pictures
of erosion and weathering and
write down what they think is
happening.
FORMATIVE
ASSESSMENT
* Observation
*Questioning
*Making predications
POST-ASSESSMENT
Post-assessment quiz
Have students label pictures of
weathering and erosion and tell
us what is happening.
ADAPTATIONS
ADAPTATIONS FOR
CHILDREN WITH
SPECIAL ABILITIES:
STRENGTH AND NEEDS
*Use the Promethean Board
when writing things down so
that the children are able to see
it.
*Verbal prompt by read
questions slowly and repeat if
needed.
* Challenge the higher level
learners to do more than just
what the whole class is doing.
* Repeat directions if
necessary.
*Work one-on-one or in small
groups with children who might
need extra support.
*Have the children work in
small groups.
Design for Instruction for Earth Science Unit
TWS Standard: The teacher designs instruction for specific learning goals, student
characteristics and needs, and learning contexts.
Unit Overview
I will be conducting a Science unit about Earth and its landforms and processes for this
first grade class. This unit will consist of activities that I have developed and planned for this
unit based on the NJCCCS Standards and the Plainfield Public School Curriculum. This unit
will not only address landforms, but the characteristics, uses, and features of Earth as well. It
will explore everything from rocks to continents and major bodies of water. I will be using the
Promethean board to teach and actively engage the students in this unit. The Promethean Board
can be added to a lesson or changed at any time during the unit to accommodate all levels of
learning.
I will start this unit off by doing a KWL chart with the children to see what they already
know about Earth to find out more about what they want to learn so I can incorporate that into
my lessons. There will be eight lessons total in this unit that will take place over the course of
three weeks. Each lesson will be unique in its content and delivery. To start off each lesson, I
will have the student answer questions and have one student write the answer on the Promethean
Board. We will discuss the answer as a class and it can aid me in seeing which students will
need extra support throughout the lessons and which students need to be challenge.
Each lesson
will have interactive activities for the children to do on the Promethean Board. Some of the
activities will allow the children to work in groups to expand their thinking as well as
independently to focus on a specific assignment. This unit will be taught over a three week
period.
Below is a visual organizer of this unit and some of the activities planned:
Unit Plan Overview – Activities
Activity
Assessment
Pre-assessment:
The unit pre-assessment
and the KWL chart.
Formative Assessment:
The children will be asked
questions throughout the
lesson. Students will fill
out what they want to
know on the KWL chart.
Students will be observed
on their answers and
progress.
Activity 1
Pace: 5 days
Post Assessment:
The students will
complete the L part on the
KWL chart.
The students will
complete a packet about
Earth and its landforms.
The students will take a
short quiz at the end of
this unit to show their
understanding in Learning
goal #1.
Learning Experiences
Pre-Assessment Activity:
The unit pre-assessment and
the KWL chart to see what
children already know and
want to learn about
landforms and bodies of
water.
Anticipatory Set:
Introduce the students to the
unit by asking them what are
some landforms and bodies
of water they see on Earth.
Listen to their responses.
Procedures:
 Using globes students
will be able to
identify and define
the land and the
water. (Green and
Blue)
 Students will be
introduced to
vocabulary words,
such as continents,
valleys, mountains,
plains, rivers, oceans.
 Students will learn a
song called “The
Learning Goal and
Blooms Taxonomy
Learning Goal 1:
Students will be able
to identify different
types of land forms
and bodies of water
on Earth
The Knowledge,
Comprehension, and
Application and
Synthesis levels of
Blooms Taxonomy.





Seven Continents”
They will become
familiar with and
memorize the names
of the continents.
They will watch a
short video from
discovery.edu which
will show them
different land forms
and water.
The students will be
able to create a model
of a land and water
using clay. On their
model they will
construct mountains,
rivers, oceans, valleys
and/or plains.
Have students draw a
picture of their
favorite body of
water and label
whether it is fresh,
water or salty water.
Ex. Ocean, pool,
lake, river ect. Ask
them to write how
water in the ocean is
different from water
in lakes or rivers.
Students will use the
Promethean board to
label the continents
using a game.
The students will be
given a worksheet to
assess their
understanding of the
names of the
continents in their
respective locations.
Independent Activity:
The children will complete
an activity booklet at the end
of the lesson to review for
their quiz. The booklet will
include all the landforms
they learned about.
Students will also complete a
vocabulary matching quiz
sheet to assess their
understanding of key words
from Learning Goal #1.
Pre-assessment:
The unit pre-assessment
and questioning of
essential questions.
What are rocks?
Are they living or nonliving?
What are they made out
of?
What is soil?
Activity 2
Formative Assessment:
Observation of
classifications of rocks
Address any
misconceptions.
Pace: 3 days
Post Assessment:
Quiz on rocks and soil to
assess their understanding
of Learning Goal #3 with
an 75% proficiency.
Pre-Assessment Activity:
The children will answer the
essential questions on the
mini whiteboards at their
seats about the lesson.
Anticipatory Set:
Explain to the children that
this week they will be
learning about rocks and
soils discuss their answers
from their whiteboards and
address any misconceptions.
Procedures:
 Students will listen
and watch as the
teacher draws and
writes about rocks on
the Promethean
board. They students
will learn what rocks
and soil is made out
of, while discussing
minerals.
 Students will watch a
video about rocks
from Discovery
Education.
 The students will be
asked to bring in
rocks for homework.
They will use hand
lens to observe their
own rock. Then the
Learning Goal 2:
Students will be able
to classify and
explain the
properties and
characteristics of
rocks and soil.
The Knowledge,
Comprehension and
Application levels of
Blooms Taxonomy.
students will
participate in a “turn
and talk” strategy
with their partner and
discuss the features
of their own rock and
the location they
were found. The
students will note the
differences
 Students will be
asked to go around
the room and tell us
about their neighbor’s
rocks and its
properties.
 Students will then use
paper and colored
pencils to draw their
rock and write about
it using describing
words
 The students will be
able to observe a
collection of rocks
and minerals and
understand the
differences between
characteristics.
 Students will be
provided with soil
and able to feel the
differences and
understand that many
rocks are also in soil.
They will describe
the characteristics on
the Promethean
board.
Independent Activity:
The children will complete
two pages in their workbook
which will count as a quiz
grade. Questions will cover
what rocks are made out of,
the differences you may see,
Pre-assessment:
The unit pre-assessment
and a short video on
weathering and erosion.
Formative Assessment:
I will ask the children a
few questions during the
lesson and they will have
to show me a thumbs up if
they agree with the
answer. Observation and
prior misconceptions will
be addressed.
Activity 3
Pace: 2 days
Post-Assessment:
Students will complete a
worksheet to identify
weathering and erosion
using pictures and
definitions.
Post-assessment Quiz
as well as properties of soil.
Pre-Assessment Activity:
After watching the video the
teacher will write questions
on the board, she will select
students using popsicle sticks
to answer on the Promethean
Board.
Anticipatory Set:
Students will watch a video
and answer key questions on
weathering and erosion and
how these processes occur.
Procedures:
 Students will be
introduced to the
definition and record
them in their science
journals. Students
will turn and talk
with their partner to
discuss examples of
erosion and weather.
(Ex. Tree roots
raising the sidewalk.)
 The teacher will
discuss their answers
and draw examples of
how this occurs and
why.
Lab Activity:
The teacher will use sand
and water to show the
process of erosion. Students
will make recorded
predictions on whether the
sand will move once the
water is poured on it. They
will gather around in a circle,
this will show the students
the process of erosion. The
students will then write about
Learning Goal 3:
Students will be able
to describe how and
why weathering
occurs and explain
the process of
erosion.
The Knowledge,
Comprehension and
Application levels of
Blooms Taxonomy.
what they observed in their
science journals.
Explanations of activity #1:
For the first activity, the children will learn about landforms and bodies of water. This is
an interactive lesson that engages all learners. In order to meet the learning goals for this unit,
the children will need to understand the difference types of landforms and identify them. Before
starting this activity, I will administer a unit pre-assessment to find out what the children already
know about this Earth Science unit. This will tell me how much detail I need to go into when I
teach the children about Earth and its properties. After evaluating the unit pre-assessment and
taking into consideration all of the different types of learners in my class, I decided that Learning
Goal #1 was essential in their understanding of the unit. The lower level learners may only be
able to identify one type of landform where higher level learners will identify them all. For this
activity, the Promethean Board, globes, full size maps and modeling clay are needed. The
foundation of this lesson is needed in order for the students to grasp the unit as a whole. The
most time will be spent working on learning goal #1. After the students use the globes and maps
to identify the continents and bodies of water, they will be asked to construct a model of a
continent. Using the vocabulary words on the Promethean board the students will include
mountains, rivers, valleys or plains on their model. The higher-level learners will have a more
detailed model where the lower level model will be simpler. Students are encouraged to work
together and ask questions. The students will be able to memorize the seven continents and
complete work sheets to aid in their understanding. The student will be given information on
fresh water and salt water and discuss what bodies of water they can be found in. Students will
be able to note that oceans are full of salt water and rivers with fresh water by pairing up with a
partner and drawing pictures of both. The students will work independently to complete an
activity booklet that labels all the landforms and bodies of water they learned.
Explanations of activity #2:
For this activity, the children will be introduced to rocks. Prior misconceptions will be
addressed about rocks, soil and minerals. This is an interactive lesson that actively engages all
students. In order to meet the learning goals for this unit, the students will be able to use
describing words to classify rocks and soil. Before this lesson, I will ask the students to to
answer questions on their mini whiteboards based on the lesson. These questions allow me to
see how much in detail I need to go with the lesson and what modifications I need to make
during the lesson and for future lessons. Only three students on the pre-assessments said that
rocks were non-living. This is something that must be addressed; by having students bring in
rocks the clarification of this will become more apparent. The students did note in their preassessment that rocks come in different shapes and sizes. This lesson includes Promethean
Board activities mixed with hands on lab that the students will complete in pairs. The students
will use hand lens and describing words to discuss their rocks with their partner. After
completing the “turn and talk” strategy the students will write a narrative discussing their rocks,
students will also draw a picture of their rock. For the lower and average level learners, I will
give the students a list of describing words they can use. Many describing words are also around
the classroom and the students are encouraged to get up and look for them. The higher level
learners can the writing assignment on their own. For this activity, the Promethean Board,
children’s personal mini whiteboards, rocks, soil, paper, and hand lenses needed. The students
will also have a chance to feel soil and discuss minerals and its properties. The children will be
assessed in the beginning of the lesson their questions, during this lesson by their interactions
and “thumbs up” agreement to questions asked, and their writing.. The post assessment quiz will
let me know which of the children understand what rocks and soil is made out of. Learning goal
#2 is essential in understanding the third learning goal in this first grade Earth Science Unit.
Explanations of activity #3:
During this activity, the children will be introduced to erosion and weathering. This is an
interactive lesson that engages all learners. In order to meet the learning goals for this unit, the
children will need to have prior knowledge on rocks and water.. Before this lesson, I will
administer a unit pre-assessment and watch a video about these processes. The students will be
asked questions after the video, they will write their answers on the Promethean Board. These
questions allow me to see how much in detail I need to go with the lesson and what
modifications I need to make during the lesson and for future lessons. On the unit preassessment, none of the students were able to correctly answer the two questions on weathering
and erosion.
The students will be introduced to the vocabulary definitions of erosion and weathering
and they will be recorded in their science journals. The teacher will draw examples of
weathering and erosion on the board. Examples of erosion can be (tree roots lifting sidewalks,
ice filling rocks and cracking them). The students will orally discuss if they ever saw weathering
and erosion occur. The teacher will ask students to make predictions on what would happen if
water was poured onto sand. Some answers might be the sand won’t move, or the sand will
spread out. The predictions will be recorded on the Promethean Board. The teacher will have the
students stand in a circle around her and the teacher will place sand on a large plate and pour
water over it. The students will see that the sand did move and how this is an example of
weathering. The activity will be repeated to show the students that no matter how many times
you do it the sand will move. The students will then change their idea on the outcome and record
their observation of the activity in their science journal. For a post assessment to assess the
understanding of learning goal #3 the students will be given a handout with pictures and
definitions of weathering and erosion. Students will be asked to match the correct picture to the
vocabulary word and definition.
Technology
For this unit, I was able to incorporate technology on a daily basis.. From my
observations of the children in my class over the previous weeks, I have learned that the children
really focus more when they are engaged in Promethean Board lessons and activities. This was
my first time using the Promethean Board and I was able to adapt quickly. The students really
enjoyed being able to use the Promethean Board pen to write their answers on the board when
completing activities. Using websites such as discoveryeducation.com videos were able to be
played on the board. This made it easy to adjust volume and screen size. The students were
really involved and seemed to really benefit from the use of the Promethean Board. There are
many opportunities for the children to come up and participate throughout this unit. I also
planned for the children. Along with the videos, the children will also complete Do now’s, listen
to songs, and watch multiple videos on the Promethean Board.
Instructional Decision Making
TWS Standard -The teacher uses on-going analysis of student learning to make instructional
decisions
Every teacher hopes to carry out a lesson flawlessly, but the reality is that not every
lesson will be perfect. It is the teacher’s responsibility to reflect and adapt to any situation that
needs improvement.
Making modifications to a lesson plan does not mean a lesson was taught
incorrectly, but modifications are made in order for students to be able to develop and progress
further with the task at hand.
Example 1:
Learning Goal #1: Students will be able to identify different types of land and bodies of water
on Earth
I gave the students a Do now that was one questions dealing with looking at a globe. I
asked them to identify the two different colors on the globe (blue and green) and explain what
they stand for. The answer I was hoping for was land and water. Only half the class was able to
answer this question correctly. This modification I had to make was to explain our Earth in great
detail rather than jumping into the different types of landforms and bodies of water. I stopped
what was previously planned to show the students a short clip of earth and have them draw and
explain Earth in their own words. There were able to see that just because the globe looks one
way, our earth is comprised of many different characteristics. This modification had positive
results. The students were able to grasp the concept of the world we live in and understand its
properties. I noticed a bigger interest in learning about these landforms after the misconceptions
were addressed. I believe the students found this modification to be very helpful, as did I.
Example 2:
Learning Goal #2- Students will be able to identify and define rocks and soil and their
characteristics and properties.
After talking about rocks for a few minutes, and introducing them and their properties./ I
noticed many of the students were having trouble understanding about minerals and rocks. So
another modification that I made was after asking an essential question after the introduction.
Are rocks living or non-living? “I had the first grade students write their answers on their white
boards to ensure that all the students’ answers would be from themselves not their classmate.
Ten out of thirteen students believed that rocks were living. This came as a surprise to me that I
assumingly was teaching a concept that the students did not know. I would have made the
modification sooner and added this question to their pre-assessment to ensure I was covering this
while introducing the lesson. I quickly found some rocks, and had the students observe them. I
asked them if the rocks needed food, shelter, or water to live, the three essential functions we
need to live. The students were able to understand that rocks are not alive. As a teacher you
want to always have successful time management. After teaching this unit I realized time
management is important, but what is more important is to take your time teaching so the
students fully understand the lesson.
Both of the modifications made, I could not have previously planned. As a student
teacher, I was not able to project all of the issues that the students could have possibly run in to.
But I was able to make changes where necessary in order to assist the students in furthering their
understanding of certain concepts. I believe that being able to realize where modifications need
to be made is a big part of becoming a better teacher.
Analysis of Student Learning
TWS Standard- The teacher uses assessment data to profile student learning and communicate
information about student progress and achievement.
Throughout my three week long unit plan, I was able to assess the students on their
knowledge about “Our Earth”, an Earth Science unit. Students were able to participate in preassessments, post-assessments, as well as formative assessments. The students were tested on
their knowledge of Earth Science, “What Does the Earth Look Like?” Students were able to
identify and define key components such as continents, bodies of water, landforms, rocks, and
soil. The instructed lesson plans associated with this unit were derived from the students’ preassessment results as well as the three predetermined learning goals.
I was interested in learning the prior knowledge each student had before starting the unit
with the class. I designed a quiz for each learning goal that included 10 different questions. Each
question related to the aligned objective in this unit. Each quiz included fill in the blank,
matching, and multiple choice. After giving the pre-assessmentS students also completed KWL
charts. Each question was worth 10 points, totaling 100 points.
A. Comparison as a Whole Class
Learning Goal #1
It was expected that the students in this first grade class had little knowledge on
landforms and bodies of water. In the pre-assessment for Learning Goal 1 I gave each student a
10 question quiz discussing plains, valleys, continents, oceans, lakes, rivers and so forth. The
students were only able to identify between 2-7 concepts.
One student received a 20% proficient, three students received 30%, three students
received 40%, one student received 50%, three students received 60% one student received 70%
and one student received 80% on the pre-assessment for Learning Goal #1. The pre-assessment
average score for Learning Goal 1 was a 46% proficient.
After Learning goal #1 was comprehensively taught, the students were asked to complete
the exact quiz as a post-assessment. Four students received 100%, six students received 90%,
two students received 80%, and one student received a 50%. I was very amazed to see the great
improvement of scores for the first learning goal in this unit. There was an increase in scores for
every student in this particular class. The post-assessment average score for Learning Goal 1
was a 90% which was a 44% increase compared to the pre-assessment.
120
Learning Goal #1
100
80
Pre-Assessment
60
Post Assessment
40
20
0
TU
JD WR Cco Cca KP
AY MG NM SB
KK
Learning Goal #2
Learning goal to addressed identification of rocks, minerals, and soil along with their
properties and characteristics. It was observed from the beginning of the unit that students were
unaware that rocks were non-living. 12 out of 13 students believed that rocks were living. The
pre-assessment was composed of 10 questions, multiple choice, matching, and fill in the blanks.
The results of the pre-assessment for Learning Goal 2 are as follows. One student
received 20%, one student received a 30%, six students received a 40%, three students received a
50%, one student received a 70% and one student received an 80%. The average score for the
whole class’s pre-assessment was 39% accuracy.
The exact same post-assessment was given to the students after comprehensively
teaching this concept. The post-assessment scores indicate a great increase of knowledge for
Learning Goal 2. Six students scored 100% accurate, three students scored 90% accurate, two
students scored 80% actuate, one student scored 70%, and one student scored 60%. The average
score for the thirteen students on the Learning Goal 2 post assessment was a 95% which proved
the students were able to understand and excel in this specific concept. The increase from preassessment to post assessment was a 56%.
100
90
80
Learning Goal #2
70
60
50
Pre-Assessment
40
Post Assessment
30
20
10
0
TU JD WR Cco Cca KP AY MG NM SB KK
Learning Goal #3
The last learning goal of my unit addressed the students’ knowledge of the occurrence of
weathering and erosion. This learning goal was presumed to be difficult for the student
considering the scientific names and processes. Again, this pre-assessment was composed of ten
questions, multiple choice, matching and filling in the blanks. The students scored as followed.
Three students received a 20%, four students received a 30%, two students received a 40%, one
received a 45%, one student received a 50% and two students received a 70%. The average
score for the third learning goal pre-assessment was a 45% which was the lowest average of the
three learning goals,
When the lessons on the concept were completed the student took the post-assessment
which was the same as the pre-assessment. The students were expected to show a great
understanding of weathering and erosion. The students’ scores for the pre-assessment were as
follows. Five students scored a 100%, two students scored a 95%, four students scored a 90%,
one student scored an 80% and one student scored a 60%. The average score for this postassessment was a 91%. The increase from pre- post assessment was a 46%.
100
90
80
Learning Goal #3
70
60
50
Pre-Assessment
40
Post Assessment
30
20
10
0
TU JD WR Cco Cca KP AY MG NM SB KK
B. Comparison of Subgroups: Boys and Girls
The averages of all three learning goal scores for both pre-and post-assessments were
analyzed and formatted into graphs for both boys and girls. I was looking to see how the six
boys scores different from the seven girls in my first grade classroom. I found on average the
boy’s scored a 37% accurate on the pre-assessment. The boys scored an 88% on the post test,
which showed a 51% increase in scores.
120
Boys
Average
Scores
100
80
Pre-Assessment
60
Post Assessment
40
20
0
JD
Cco
Cca
KK
SB
NM
The average girl’s pre-assessment score was a 47%. The girls scored an average score of
92% on the post assessment which showed a 45% increase in assessment scores. The girls
overall had higher average scores on both the pre and the post assessment, but the boys showed
to have a higher number of improvement overall.
120
100
Girls Average
Scores
80
Pre-Assessment
60
Post-Assessment
40
20
0
TU
WR
KP
AA
AY
MG
A. Comparison of two individual students
KR
For the comparison between two individuals, I chose to focus on a two individual
students. One is a higher level learner while one is a lower level learner. The lower level learner
was identified as student NM and the higher level learner AY. The higher level lowered
performed excellent on her DRA Diagnostic Reading Assessment, whereas the lower level lower
student chosen had the lowest score in the class. Both students are willing to participate during
class. The higher level student always has her homework complete whereas the lower level
student tends not to complete much homework. I believe homework is a great reinforcement of
knowledge. During difficult assignments it is imperative to assign homework so the students can
remember what they learned that day. AY appears to always be more focused than the lower
level learner.
When comparing their pre and post assessment, the lower level student NM generally had
lower scores in both assessments than student AY. AY scored an average of 53% accurate on
her pre-assessments where NM scored only a 26% on his pre-assessments. AY scored an
average of 90% on her post-assessments where NM scored 70% on his post-assessments. I have
worked with student NM individually during class time and he can perform well when I am
sitting and working with him. When it comes time for him to do the work on his own, he seems
to have a lot of trouble. I believe that it is because he lacks confidence in her ability to do well.
Student AY is very quiet and completes her work at a very fast pace. Sometimes she finishes her
work so quickly that she will make a careless mistake. When the students were given an
opportunity to work with a partner, AY chose to work alone. She is the type of student that feels
most confident when she works by herself. Hopefully student NM builds the knowledge and
confidence he needs to excel in school because I believe every student has the opportunity to
succeed.
Reflection and Self-Evaluation
TWS Standard-The teacher analyzes the relationship between his or her instruction and student
learning in order to improve teaching practice.
Many people believe that students learn best by completing hands on activities. As I
reflect on my experience as a professional intern I can relate to this statement for a number of
reasons. It seemed to me that every day the pedagogy I have learned about has been relatable to
my daily experience throughout this professional internship. While reflecting and looking back
on the results of the learning goals, it was evident that Learning Goal 2 was the most successful.
The reason as to why I believe that this goal was the most successful is because most of the
learning goal involved modifications to suit the learners. Most of the students had a no
background knowledge of rocks and soil. This was discovered during the pre-test. The lesson
was alerted and taking at a slower pace. Hands on activities were implemented for students to
understand that rocks were not living before learning the fundamental characteristics of rocks
and soil.. This lesson took three days because I wanted the students to fully understand. The
students were able to go outside and feel rocks and soil before beginning the lesson. This
sparked their interested and also addressed any prior misconceptions. Learning Goal 1 was the
most successful and had the biggest increase in improvement from the pre-assessment to postassessment.
Throughout this unit, I also realized how important it is to be flexible. I needed to be
prepared for any situation that could occur during each lesson. During this experience, especially
this unit I have alerted and changed many of my teaching strategies. Modeling is very effective
for students; I realized that I could have done much more modeling and examples on the board
before providing the students with work. The students follow by example and it would have
been imperative to their success to provide them with more modeling. Also time management
needed to be alerted numerous times, there were incidences when students were unable to grasp
the concept that day so rather than extending the lesson we stopped and continued the following
day.
From this professional internship, I have learned a tremendous amount of information
and skills that will help me when it is my turn to become a full-time teacher. From planning the
unit in entirety to deciding how the students will be assessed, it is extremely important to be
flexible as a teacher. If a lesson is originally planned for one day and the students are having a
difficult time with the material, you have to be able to make changes that attend to what is in the
best interest of the students. Also, it is important that as a teacher there is always a back-up plan.
If an activity or game does not run smoothly, having a back-up assignment is imperative. In
addition, I have noticed the importance of having modified work for the inclusion students and
have extra work for the students who perform at an advanced level. Sometimes during the
lessons, certain students finish their work before others who still may be having difficulty.
Providing those more advanced students with additional challenging problems will keep them
occupied while the rest of the class is trying to catch up. Furthermore, being organized and
prepared every day will have a positive effect on instruction. Every day throughout this
experience, I went through every lesson and brushed up on the material to make sure that I knew
exactly how I was going to teach it and made sure I was able to answer questions students may
have. To conclude, it is important to have a positive attitude as a teacher and set high
expectations for the students. If the teacher has a positive attitude, the students will be able to
sense that and hopefully also have a positive attitude towards what they are learning. This will
create a positive environment where every student is able to grow and learn to the best of their
ability.
References
Common Core Standards." The Official Web Site for The State of New Jersey”
http://www.state.nj.us/education/sca/
Core Curriculum Content Standards." The Official Web Site for The State New Jersey”
http://www.state.nj.us/education/cccs/
District Home- http://plainfieldnjk12.org
"Dr. Carol Tomlinson,Invitations to Learn and Differentiated Instruction." Northern Virginia
Community College. Web. 28 Sept. 2011. <http://www.nvcc.edu/loudoun/cte/id62.htm>.
State of New Jersey Department of Education, Jefferson Elementary School 2009-2010 School
Report http://education.state.nj.us
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