Campbellsville University School of Education
Name Date September 26, 2011
Course #
ED 351 .
Task A-1: Teaching and Learning Context
The Task A-1 Teaching and Learning Context format is based on the Kentucky Teacher Internship Program. It has
been modified for application to teacher preparation.
Task Overview: In this unit I will be teaching phonemic Awareness. This is for a first grade classroom at
Campbellsville Elementary School. There are 21 students in this classroom. There are no gifted and talented
students. There are 9 students identified with IEP’s: 5 students with developmental delay IEP and 4 students
with speech IEP. There are also no students who are in ESL in this classroom. I have access to all kinds of
technology equipment provided to me within the classroom and school. I will do this by using the Smart Board
and Internet access along with the supplies needed for the student activities and books to be read.
Content Areas: Reading
Grade Level(s): 1st Grade
Daily average number of students
taught: 21
School Instructional Goals
Analyze major school instructional goals, and briefly describe your anticipated contribution. (Multiple sources
of data should include Comprehensive School Improvement Plan, continuous assessment data, Program
Reviews, content literacy plans, and other sources of data such as School Report Card.)
Campbellsville Elementary School’s motto is, “Every student learning every day, whatever it takes”. They
believe that all students can learn at a high level and always experience success. With Campbellsville
Elementary School’s high expectations for all students, the staff there strives as a team to close all academic
achievement gaps. My goal throughout teaching this unit is to meet all the school’s goals and expectations as
well. I will help close any academic achievement gaps and work with every student by the same high
expectations.
The Campbellsville Independent District Improvement Plan states that the mission of Campbellsville
Independent School District is to ensure cooperative partnerships among parents, schools, and the community
that learning opportunities which lead to personal self-direction and mastery of essential skills are provided for
all students in order for them to live successfully in a rapidly changing global society. To help improve
academic performance CES will implement an ESS after school program. They will also have Math Advantage
and Interventionist. CES is also trying to involve parents and the community more to further their students in
their education. Teachers have to attend professional development to increase student achievement through
various research based strategies.
According to the Campbellsville Elementary School (CES) Report Card for the years 2009-2010, there were
achievement gaps in the reading levels of students that have Free and Reduced Lunch and Non-Free/Reduced
Lunch in the proficient and distinguished levels. This same achievement gap is noticeable in math and science.
The No Child Left Behind accountability record shows that for reading 74.26% of all students tested in the
proficient and distinguished percentile out of the 100% tested. The results for third grade reading testing show
that 71.28% of all students in the third grade tested in the proficient or distinguished level.
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Campbellsville University School of Education
Name Date September 26, 2011
Course #
ED 351 .
Resources/Assistance
Describe available resources and assistance. (Possible examples: technology, parent involvement, supplies, and
human resources available to you.)
The classroom I will be teaching in has a Smart Board, Internet access, a teacher computer along with three
student computers. There are speakers for the Smart Board along with a way to watch movies through the
TV/DVD player. There is also a Elmo camera for me to use to show papers, pictures, etc. I will also have access
to parent volunteers along with crayons, scissors, pencils, erasers, etc. There is also a school Library and
computer lab if necessary. Within the classroom there are also several books and different reading stations: leap
frog books, computer reading games, audio reading center, etc. There are also tons of books available in class
on the bookshelf.
Describe how you will utilize the resources to implement your instructional goals.
I plan on trying to use the different learning centers provided within the classroom to help students read
in different ways. I also plan on using books from within the classroom or the library as well as the Smart
Board in class with the internet.
Critical Student Characteristics or Attributes
a.
Using appropriate student achievement and demographic data, identify and describe the characteristics of
your students that will require differentiated instruction to meet their diverse needs. (In developing your
response, you may need to examine characteristics such as differences in culture, language, and learning
styles as well as differences in developmental levels and achievement levels.)
There are 21 students in this classroom. None are titled to Gifted and Talented yet. There are a total of 9
students with IEP’s: 4 students with speech IEP’s and 5 students with developmental delay IEP’s. There are
also no students who are in ESL, in this classroom.
b. Based on the diversities you’ve described in a above, develop a profile for three specific students in the
class (es) that you teach during a school day.
One student struggling to meet lesson objectives or targets:
This student is an African American female. She is in the first grade and her name is Asia. She has a lot
of trouble staying on task and paying attention. Due to lack of listening, she has a lot of trouble getting her work
done. She needs help in certain subjects, like reading for example. She has a collaborative teacher call her out
of class sometimes to work on her reading. The teacher has to call upon on several times throughout the day and
even ask her to pull a stick, for bad behavior.
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Campbellsville University School of Education
Name Date September 26, 2011
Course #
ED 351 .
One student meeting lesson objectives or targets:
This student is a white male. He is in the first grade and his name is Brady. He stays on tasks and listens
to all directions. He always wants to answer the questions asked, but sometime may not always know the
answer. He works very hard in class and on all his assignments. He’s not scared to ask questions if he needs
help and he will help others if he can or if they need help. All of his worksheets, homework, reading, etc. is
normal for a first grade student and majority of the time is correct.
One student exceeding lesson objectives or targets:
This student is a white female. She is in the first grade and her name is Brianna. She is always on task.
Finishes all of her work ahead of the class. Helps others around her that needs help. Answers all questions
asked of her or asked to the class when called upon, correctly. She is very advanced in reading and spelling for
a first grader.
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Campbellsville University School of Education
Name DateTask
September
26, 2011
Course
A-2(2):
Lesson
Plan# ED 351 .
(for lessons taught or that are in a unit)
The Task A-2 (2) Lesson Plan format is based on the Kentucky Teacher Internship Program. It has been modified for application to
teacher preparation. Task A-2(2) supports KTS1 (demonstrates applied content knowledge) and KTS 2 (designs and plans
instruction).
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Campbellsville University School of Education
Name Date September 26, 2011
Name
Karlie Neal
# of Students:
Unit Title:
21
Date
Course #
November 10, 2011
Age/Grade Level:
Reading: Phonemic Awareness
6-7years old/1st Grade
ED 351 .
Course #
ED 351 .
Content Area: Reading .
Lesson Title: “Long U” sound with “Silent E” .
Lesson Alignment to Unit
Respond to all of the following items:
a) Identify essential questions and/or unit objective(s) addressed by this lesson.
1.
2.
Students will be able to identify words with the “long u” sound in it with at least 70% accuracy.
Students will be able to change words by adding the “silent e” with at least 70% accuracy. (example:
bit to bite)
b) Connect the objectives to the state curriculum documents (i.e., Program of Studies, Kentucky Core Content, and/or Kentucky
Core Academic Standards).
English Language Arts – 1st Grade
Strand: Reading Foundational Skills:
Cluster: Phonological Awareness
Standard #: 2 – Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
A. Distinguish long from short vowel sounds in spoken single-syllable words.
B. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
Type: Performance Skill
Knowledge Target: Recognize –
 Long vowel sounds
 Short vowel sounds
 Single-syllable words phonemes
Reasoning Target: Distinguish between long and short vowels in single-syllable words.
Cluster: Phonics and Word Recognition
Standard #: 3 – Know and apply grade-level phonics and word analysis skills in decoding words.
A. Know final –e and common vowel team conventions for representing long vowel sounds.
Type: Performance Skill
Knowledge Target:
 Know the rules for final –e and vowel teams that form long vowel sounds.
c) Describe students’ prior knowledge or the focus of the previous learning.
Before this unit, students learned about the different long sounds of a, e, i, and o. They also have learned
about the short sounds of a, e, i, o, and u.
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Campbellsville University School of Education
Name Date September 26, 2011
Course #
ED 351 .
d) Describe summative assessment(s) for this particular unit and how lessons in this unit contribute to the summative assessment.
The summative assessment for this particular unit is going to be a written exam. There will be 10 questions
just like the pre-test, which I will read aloud to them. Each question will pertain to the “long u” sound that
they hear in words. They will have to choose the correct word in which they hear the right “long u” sound in
out of three choices given to them.
e) Describe how the instructional planning for this lesson addresses the characteristics of your students identified in Task A-1 who
will require differentiated instruction to meet their diverse needs.
In my class I have children who have a speech IEP and a developmental delayed IEP. Within this lesson I
will be sure to help those who need it with all of their assignments or activities. If they are called to do one of
the activities on the Smart Board I will allow them enough time to think it through and give hints till they get
it right.
Lesson Objectives/
Learning Targets
Objective/target:
I can identify words with the “long u”
sound with at least 70% accuracy.
Assessment
Assessment description: There will be
a worksheet over “long Vowel u”
sounds. There will be a picture for
each word that has the “long u”
sound in it.
Differentiated Assessment Plan: I will
help those on the worksheet that have
trouble. I will also go over it as a class
on the Smart Board.
Instructional Strategies/Activities
Strategy/Activity: I will use the Smart
Board to introduce the phonemic
awareness of the silent E add to cub
or hug. I will also show a Brain Pop
video over silent E. I also have online
internet activities that I will have for
the students to come to the board and
do by following directions. I will then
read the book, “Here comes silent e!”
I will then talk about the long u and
long e, which also has an activity.
Then at the end of the presentation I
will have them spell out words like
rule, then take the l away and put a d
to spell rude. After the Smart Board
lesson I will have a worksheet over
long U for the students to do.
Differentiated Strategies/Activities: I
will allow students time to think
about the answer when called to do
an activity on the board. I will also
give them hints till the student who is
up at the board figures out the right
answer. Once it is time for the
worksheet I will help those who need
it and I will walk around the room to
monitor their progress.
Media/Technologies/Resources: I will
use the Smart Board along with
pictures and the internet to show the
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Campbellsville University School of Education
Name Date September 26, 2011
Course #
ED 351 .
videos. I will also read a book which I
will have on hand in the classroom. I
will also have the children use pencils
which will be provided to them in
class.
Procedures: Describe the sequence of strategies and activities you will use to engage students and accomplish your objectives.
Within this sequence, describe how the differentiated strategies will meet individual student needs and diverse learners in your
plan. Use this section to outline the who, what, when, and where of the instructional strategies and activities. Include estimated
time for each procedure.
Beginning Review: Strategy used to review previous material.
I will begin class by asking them questions: (3 minutes)



What do you see on the Smart Board that changes from the word “cub” to “cube”?
Which word has the /u/ sound?
Then which word out of these has the /u/ sound?
Anticipatory Set: Strategy used to focus student’s attention upon today’s lesson.
I will show a Brain Pop video over Silent E. This will be in my presentation on the Smart Board. (7 minutes)
Concept Development: Strategies used to teach the concepts of the lesson.
I will then read the book “Here comes silent e!” and have the students do the activities on the Smart Board.(5
minutes)
Guided Practice: Strategies used to demonstrate the requirements for independent practice.
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Campbellsville University School of Education
Name Date September 26, 2011 Course # ED 351 .
At the end of the Power Point Presentation on the Smart Board, I will then have a little activity which has the
students pick out words in a picture that have the long u sound. Then I will have the students spell different words on
the Smart Board with the “keyboard” on the Smart Board that have the long u sound. (5 minutes)
Independent Practice: Strategies students use to demonstrate their understanding of the lesson concepts.
Students will demonstrate their understanding of this lesson by doing the worksheet I have for them, over long u
sound in words. (7 minutes)
Ending Review: Strategy used to review the concepts of the lesson.
At the end of the lesson I will review the answers to the worksheet that the students have finished. (3 minutes)
ADDENDUM TO TASK A-2
IMPORTANT: The Following Chart Is To Be completed Only If This Lesson Is Taught In A
Classroom And Pre-Post Assessments Are conducted. The addendum must be completed
prior to the completion of Task A-2.
Pre-Assessment Analysis
Describe the patterns of student performance you found relative to each objective. Attach tables, graphs or
charts of student performance that allowed you to identify the patterns of student performance noted.
1112
Campbellsville University School of Education
Name Date September 26, 2011
Course #
ED 351 .
"Long U" Pre-test Results
18
16
14
12
10
8
Number of students that got the
question right (Out of 19)
6
4
2
0
1
2
3
4
5
6
7
8
9
10
Question Number
In analysis of the results charted above, it looks like students had the most trouble with
question 7 along with 3, 4, 5, and 10. These questions had the least amount of students to get
them right, 9 students only got number 7 right and the others mentioned only had 10 students
get it right. I also realized that question number 6 was the most commonly known one. After
grading all of the tests I also realized that not one question on the test was known by every
student in the classroom that was there to take the test. The class average of this pre-test was a
61%, which is also a failing grade. Due to this information, I believe that my instruction should
go as planned to learn about the “long u” sound.
Describe how you used the analysis of your pre-assessment data in your design of instruction.
I used the analysis of the pre-assessment data in my design of instruction by noticing what
words the students had the most trouble noticing the “long u” sound in. I would like to focus
on the words: mule, glue, tune, clue, and fruit. All of these words were the answers to the
questions 3, 4, 5, 7, and 10 where the least amount of students got the question right. I believe
that all students really need to be taught about the “long u” sound to get a better understanding
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Campbellsville University School of Education
Name Date September 26, 2011
Course #
ED 351 .
for themselves.
How did your awareness of achievement gap groups within your students influence your
planning and instruction?
The achievement gap groups within the students influenced my planning and instruction by
showing that I do need to teach this lesson and that students have trouble identifying “long u”
sound in words like mule, clue, tune, fruit, etc.
Please see Task C, Lesson Analysis on the next page.
1112
Campbellsville University School of Education
Name Date September 26, 2011
Course #
ED 351 .
Task C: Lesson Analysis and Reflection
The Task C Lesson Analysis and Reflection format is based on the Kentucky Teacher Internship Program. It has been modified for
application to teacher preparation and supports KTS 5 (assesses & communicates learning results) and KTS 7 (reflects on & evaluates
teaching & learning).
Name:
Karlie Neal
Date:
November 15, 2011
Course #:
ED 351
.
1. Explain how you determined the levels of student performance on your objective(s)/learning targets. Refer to rubrics or
criteria used in this determination. (What was effective? What was not effective? What would you keep? What would you
change?)
I determined the levels of student performance on my objectives/learning targets by knowing that there are
10 questions on the pre- post-test so they would need to get at least 7 questions right to meet my objectives.
I realized that everything was very effective and I wouldn’t change anything.
2. For each lesson objective/learning target, sort the student performance into three categories
Out of 15 students…
a) Below criteria
3
b) Meeting criteria
c) Exceeding criteria
# of students
2
# of students
10
# of students
3. For each category, describe the students’ strengths and learning needs.
a) Below criteria
There were only 3 students below criteria. Each of these students had strengths by knowing questions 1, 4, and 6. Not
all three of them missed the same questions, but some similar ones where at least 2 of the three students missed the
questions would be questions 3, 5, 7, 8, 9, and 10. These questions would be some words of their weakness.
b) Meeting criteria
There were only 2 students that met the criteria. Both of these students had trouble with questions 8 and 10. Then
split between them, one student missed question 3 while the other one missed question 7. So these questions would
be their weaknesses while the rest are their strengths.
c) Exceeding criteria
There were 10 students in the exceeding criteria of this lesson. There were 8 students who got a 100% and 2 students
that got an 80%. Each student got majority of the questions right, but the ones missed out of all of them would be
questions 1, 2, 9, and 10. So all the other questions beside those would definitely be in their strengths and the other 4
questions would be only a couple of the student’s weaknesses.
4. Reflect on the following:
a) How effective was your instruction based on analysis of student performance indentified in number 2 above?
I believe that my instruction based on the analysis above was very effective. Only 3 of the 15 students were below
criteria and more than half were exceeding criteria. Therefore I strongly believe that my instruction was very
effective.
1112
Campbellsville University School of Education
Name Date September 26, 2011
Course #
ED 351 .
b) What new professional learning and resources could help you increase your instructional effectiveness?
Some new professional learning and resources that could help me increase my instructional effectiveness would be to
use technology based resources dealing with phonemic awareness of long u sound.
c) Describe patterns in student performance. How will these patterns be used in planning and instruction?
Some patterns in student performance that I noticed would have to be that every student got questions number 4 and
6 right. I also noticed a pattern of question number 10 being missed the most.
5. For each category of students, how will you differentiate instruction?
a) Below criteria
I will differentiate instruction for these students by helping them more with their work and sounding out the words
with them. If I have extra help or teachers in the room I will have them also help work with those students.
b) Meeting criteria
I will differentiate instruction for these students by working with them on what they missed. I will have them do the
work that is assigned for the class and make sure to monitor what they are doing wrong.
c) Exceeding criteria
I will differentiate instruction for these students by giving them a little more advanced worksheet than what the
others get.
6. Describe how you communicate continuous progress with students and parents/caregivers (other than school grade reporting).
I can communicate continuous progress with students and parents by having conferences with the student and
parent/caregivers. I could also e-mail or send notes home. I could also do house calls.
Campbellsville University School of Education
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