Nickie Ross

TWS

1. Contextual Factors
Classroom Factors
Mrs. Charlottes pre-school classroom is very warm and inviting. Immediately upon walking into the
room, there is lots of students artwork and classwork decorating the walls. The classroom is arranged in
such a way to provide excellent flow and at any point in the room, the teacher can see the entire room.
There are two entrances into the classroom a door to the hallway and an emergency exit to the
playground. There is also a cut-through to the adjoining classroom through a storage room. This storage
room is used as the office and to store extra materials. At the rear of the classroom there is a bathroom
that the students and teachers may use. On the right side of the classroom there is a wall of windows
that allow plenty of natural light into the classroom.

At the front of the room there is the SMART board and a carpet for the students to sit on. Beside the
SMART board there are pictures of each student with sticky notes on them. These sticky notes have
their IEP goals on them. The aides and assistants in the classroom all know that when there is free time,
they are to grab a sticky note and work on that skill or goal with that particular child. Behind the carpet
is the small group table that the students sit at for breakfast, snack and to do their work. At the table
there is a mixture of regular student-sized chairs and Rifton chairs (buckle chairs). There are several
centers throughout the room. At the rear of the classroom there is a train table with all kinds of vehicles
to use. There are a few educational centers like toys that reinforce learning the letters and numbers.
Also at the rear of the classroom there is a reading center with places for the students to sit and be
comfortable. On the side of the classroom there is a place for the students to engage in pretend play
with a house set-up and dress up clothes. In the middle of the classroom separating the ABA table and
the front of the classroom, there is a bookshelf containing the students name boxes and lots of puzzles.
Beside this shelf, there is an easel for the students to use for their artwork. At the front corner of the
classroom there is an area blocked off by two bookshelves for changing diapers and pull-ups. There are
also cubbies with the students extra clothes in them surrounding this area.

Nickie Ross
TWS
The technology in this room is very useful. At the front of the classroom there is a SMART board. The
SMART board is used all the time in lessons and music. The students are proficient at touching the
SMART board and making different videos play for music time. Also, students use the SMART board to
practice tracing their letters. There are also 2 iPads in the classroom. The iPads are used for
reinforcement for a few students and general lesson time. There are a few educational games loaded
onto each iPad for circle time and free time. There are two computers located at the rear of the
classroom beside the reading center. Students are allowed to play on the computers during their free
time. There is a computer up at the front of the classroom for teacher/aide use and a laptop that is used
to display material onto the SMART board.

The level of parental involvement is very low in this classroom. Most of the children come from lowincome families and the parents are not involved in their childrens education. There are a few
exceptions of certain times when the parents will be very involved but the level of parental involvement
is overall very low.

Mrs. Charlottes Schedule

7:45 8:15 Breakfast
8:20-8:40 Circle Time
8:45 9:00 Table Activity
9:05 9:25 Music
9:30 9:55 Centers
10:00 10:20 Recess
10:30 Dismissal

Nickie Ross
TWS

ABA Table

Classroom Sketch

Reading &
Centers

Trains
& Cars

Centers

Table

Carpet

Changing
area

SMART board ^

Student Characteristics
Description of Student
# of Students

Females
3

3 Years Old
4 Years Old
5 Years Old

1
1
1

Hispanic
African American

2
1

ESOL*
Autism
Developmental Delay
OHI

2
1
2
0

Males
4
Age
2
2
Ethnicity/Race
0
4
Exceptionalities
0
1
2
1
Family Dynamics

Total
7
1
3
3
2
5
2
2
4
1

Sink & Cabinets

Dress up
&
Kitchen

Nickie Ross
TWS
Single-Parent Home
Parents are Together

2
1

English
Spanish
ASL

3
2
1

3
1
Language
4
0
1

5
2
7
2
2

*Although these students are considered ESOL, they are not currently served.

Student Interest Inventory

Student
1

2
3
4
5
6
7

Interests
Playing on the SMART Board, puzzles, music,
Pete the Cat books, very clear about wanting
to be alone, her cats & people
SMART Board activities, using the iPad, dress
up, pretend play, social interaction
SMART board activities, pretend play, the
dollhouse, writing and drawing
Playing on the iPad, people-watching, physical
contact
Batman, Angry Birds, snakes, dinosaurs,
tossing toys and catching them
Trains, trucks, kitchen center, hates sitting,
very social, hates OT
Painting, writing, all the centers, baby dolls

*These interests were collected from talking to the teacher and aides and my own observations.

Instructional Implications
In Mrs. Charlottes classroom there are a few instructional implications to consider. One student
is completely nonverbal and uses American Sign Language to communicate. Integrating sign
language into my lessons will be important because she needs to be able to know the signs in
order to display her learning and be able to use the signs functionally. Several of the students
have significant speech delays. Being able to understand what they are saying will be important
because their speech can hinder their ability to answer questions and show their thinking. Using
the Rifton chairs is also another instructional implication. A few students are busy and need to
be buckled into the chair in order to be able to pay attention at Circle Time and Table Time.

Nickie Ross
TWS

2. Learning Objectives
-

When given the letter T, the student will be able to produce the sound that the letter
makes accuracy 3 out of 4 times. (3KR3.6)
When given a sorting guide and colored cereal, the student will be able to sort the
cereal in the sorting guide according to color of cereal accurately 3 out of 4 times.
(5K-1.A.1)
When given an oral two-step direction, the student will follow the oral two-step
direction 4 out of 5 times correctly. (3K-C1.5)
Objective 1: When given a measuring cup or spoon, the student will actively engage
in imaginary play in the rice table 4 out of 4 times. (5K-1.C.2)
Objective 2: When given a real life example of a pancake, the student will verbally or
through gestures (ASL) identify the pancake appropriately 3 out of 4 times.
When given an oral two-step direction, the student will follow the oral two-step
direction 4 out of 5 times correctly. (3K-C1.5)
These objectives are aligned to the Assessment Evaluation and Programming
System (AEPS) 2nd Edition. These standards are downloaded off of the South Carolina
education website. These standards are appropriate for the nature of this setting.
These students are in pre-school and are being prepared to start kindergarten.
These objectives are setting them up to be successful in a full-day program with
typical children. The prerequisites for these objectives include listening when being
talked to, engaging in play activities with their peers, and being attentive to certain
attributes when working such as shape or color.

3. Assessment Plan
Lesson Objective

Assessments

Format of
Formative
Assessments

Accommodations

When given an oral

two-step direction,
the student will
follow the oral twostep direction 4 out
of 5 times correctly.
(3K-C1.5)

Pre-Assessment
During Assessment
Post-Assessment

Pre: checklist
During: Student
Observation
Post-Assessment:
checklist

Repeat instructions as
needed. Use ASL as
needed. Model
stamping hand/cookie
cutter into paint and
onto the paper. Keep
activities brief and
exciting. Provide extra
wait time. Provide
verbal cues for
students with short
attention spans.

Nickie Ross
TWS

Does Not Engage

Follows 1 step directions
Follows 2 step directions

Assessment Plan Points

0 points
1 point
2 points

Pre-Assessment: For the pre-assessment portion of this lesson, we used an activity that
contained two-step oral directions. The students were instructed to put their hand into a plate
of paint and then stamp it on the paper in front of them. For the pre-assessment, I used a
checklist gauging students ability to follow oral directions.
Student
1 (BJ)
2 (Evelin)
3 (Joshua)
4 (Seth)

Does Not Engage

Follows 1 step
1

Follows 2 steps
2

1
0

During Assessment: The most important during assessment for this type of assessment was to
observe the students. At circle time, we practiced following simple oral directions such as
touch the bunny on the board, show me your bunny ears, and show me your bunny ears
and jump. These directions were exciting to the students and they complied.
Post-Assessment: For the post-assessment portion of this lesson, we used a stamping activity
with cookie cutters, paint, and bunny outlines drawn onto big pieces of construction paper.
Students were instructed to put the cookie cutter into the paint and then stamp it onto their
bunny on the paper. I used a checklist to gauge students understanding of the directions.

Student
1
2
3
4
Class Average

Does Not Engage

Follows 1-step

Follows 2-steps
2

0
2
2
1.5

Nickie Ross
TWS

4. Instructional Design
Teacher Education Lesson Plan Template
Teacher Candidate Nickie Ross
Date and Time of Lesson 2/28/14, 9 a.m.
School Greenwood Early Childhood Center Subject/Grade Level Pre-school/ELA
Description of Lesson: This lesson will consist of a brief circle time where we do most of the lesson
material and then move to the table for lesson enrichment.

Lesson Title: The Letter T!

Curriculum Standards Addressed:
AEPS R3: The student will use knowledge of graph phonics and word analysis to read and
determine the meaning of unfamiliar words.
3KR3.6 Begin playing with words, repetitive phrases, sounds and rhymes.

Cross Curricular Connections: The lesson on the letter T will be integrated with music. We will sing a
song on the sound that the letter T makes.

Instructional Objective(s) Criteria:

Assessment(s) of the Objectives:

What should students know or be able to do by the end of

the lesson? Objectives should be observable and measurable

Anecdotal records
Observation
Conversation

When given the letter T, the student will be able to produce

the sound that the letter makes with accuracy 3 out of 4
times.

Materials/Resources: Smartboard, laptop, video on mybigcampus.com, mirror, letter Ts cut out in

black paper, stickers, and glue

Prerequisites (Prior Knowledge): For this lesson, students will be able to sit in their chair and
participate in circle time. Students will also need to be able to sing along and use the signs that
we have generated for the song we will be singing. Students also need to be able to sit at the
table for a given amount of time to complete the enrichment activity.
References: Assessment Evaluation and Programming System (AEPS) 2nd edition
http://www.youtube.com/watch?v=M5gUg06rock

Procedures: 1. Before the students arrive, I will have previously placed the chairs placed in a semi-circle
facing the Smartboard. There will be a mix of regular chairs and Richter chairs for various students.
2. When the students are done with breakfast and play for a few minutes in different centers, I will invite
them to join me at the front of the room for circle time. Come on guys, we are going to have circle time

Nickie Ross
TWS
now! Find a seat and lets sing our good morning song!
3. We will begin by singing the Good Morning Song and letting the students practice saying their names.
4. Next, we will sing the T song. After the song is over, I will encourage them to show me their teeth and
practice saying/showing me the /t/ sound.
5. To end circle time, we will do a fun song, whatever the students choose at that point.
6. From circle time we will move to the table to do a T craft. I will have several black (color of the week)
Ts cut out for the students. On the Ts, we will glue tissue paper, toilet tissue, and stickers of things that
start with T. I will be in charge of the glue for students that are gluing things on to avoid a big mess.
7. Thanks for playing and learning about the letter T with me! I had so much fun. Now you can go play
in a center. When the students are finished with their Ts, they are allowed to move from the table to
the centers throughout the room for some free time.

Accommodations:
Early finishers will be allowed to move to a center for free time. Some students are nonverbal so
instead of saying the /t/ sound, they will be allowed to sign the sound using the sign that we have
given them. For the student that primarily speaks Spanish, her /t/ sound might not be as clear as we
want it, but we will work on it. For students that have trouble sitting still for more than a few
seconds, we will use chairs with buckles on them to help them stay at circle time and pay attention.
Student
1
2
3
4

Does not Engage

Generates Sound

Does not Generate

Sound

Nickie Ross
TWS

Teacher Education Lesson Plan Template

Teacher Candidate Nickie Ross
Date and Time of Lesson 3/13/14, 8:00 a.m.
School Greenwood Early Childhood Center Subject/Grade Level Preschool/Math
Description of Lesson: The lesson will begin with a simple Circle Time where they will participate in
the songs/Circle Time activities of the day and then move to the table a few at a time to work on
sorting by color.

Lesson Title: Brown Bear, Brown Bear Sorting

Curriculum Standards Addressed:
SC Curriculum Standard(s): AEPS I. Understand patterns, relations, and functions.
A. Sort, classify, and order objects by size, number and other properties.
AEPS 5K-1.A.1 Sort and classify objects by one attribute (size, color or shape)

Cross Curricular Connections: This lesson is connected with literacy in the fact that the colors we are
sorting with are taken from the book. Also this lesson is connected with music and dancing. The students
will be singing songs that relate to Brown Bear, Brown Bear & dancing to them.

Instructional Objective(s) Criteria:

Assessment(s) of the Objectives:

When given a sorting guide and colored cereal, the student

will be able to sort the cereal in the sorting guide according
to color of cereal with 80% accuracy.

Anecdotal records, student observation

Materials/Resources: SMART board, chairs/Rifton chairs, bubbles, sorting guide, colored cereal, glue
Prerequisites (Prior Knowledge): In order for the student to be successful they need to have a
general understanding of their colors. They need to be able to identify what color an object is correctly.
Also students need to be able to sit at the table for a given amount of time in order to complete the
activity. Students must be able to participate positively in Circle Time and engage in the singing and
dancing.
References: Assessment Evaluation and Programming System (AEPS) 2nd edition
http://www.youtube.com/watch?v=8M2TvyR3_XE
Procedures: 1. Before students arrive, I will have previously placed the chairs in a semi-circle facing the
SMART board. There will be a mix of regular chairs and Rifton chairs for various studentsneeds.
2. When the students are done with breakfast and play in centers for a few minutes, I will invite them to
join me at the front of the room for circle time. Come on everyone, its time for circle time. Clean up
your toys and come sit down with me!
3. We will begin with the Good Morning Song and let the student practice saying their names and
answering various questions according to their IEP goals (How are you? How old are you? Whats your
name? Are you a boy/girl?)
4. Next we will watch Brown Bear, Brown Bear read aloud on YouTube. We will pause the video and
identify the color of each animal.
5. To end circle time, we will do a fun song this is the students choice. They will choose a song on the

Nickie Ross
TWS
choice board.
6. After circle time, we will move to the table to work on our sorting activity. In order to effectively work
with each student, we will allow half of the students to go to centers and work with the other half at the
table and then let the students switch. For the sorting guide, we will give the students a handful of
colored cereal and aid them in sorting the cereal by color in the sorting guide that accompanies the book
Brown Bear, Brown Bear. As they are sorting, an adult (me or the aide) will place glue on their paper
for them to glue down their cereal. The students will not be given glue until their sorting is correct.
7. After each group is finished sorting, we will review the colored animals at the bottom that accompany
the book (red bird, blue horse, purple cat, yellow duck) and move on to the next activity.

Accommodations: Early finishers will be allowed to move to a center for free time. Some students are
nonverbal so instead of saying the colors, they will be allowed to sign the colors the sign that we have
given them. For the student that primarily speaks Spanish, her colors might not be as clear as we want it,
but we will work on it. For students that have trouble sitting still for more than a few seconds, we will use
chairs with buckles on them to help them stay at circle time and pay attention. Students that are
overwhelmed by a pile of colored cereal will be able to sort 2-3 pieces at a time to avoid frustration.

Student
1
2
3
4

Does Not Engage

Sorts 0-7 pieces

Sorts 8+ pieces

Nickie Ross
TWS

Teacher Education Lesson Plan Template

Teacher Candidate Nickie Ross
School Greenwood Early Childhood Center

Date and Time of Lesson Tuesday; April 1, 2014

Subject/Grade Level Preschool

Description of Lesson: The student will engage in several spring time songs involving the sun
and then make handprint sunshines.
Lesson Title: You Are My Sunshine!
Curriculum Standards Addressed:
National Standard(s): N/A
SC Curriculum Standard(s): K-C2.1: Demonstrate the ability to follow one- and two-step oral
directions.
3K-C1.5: Begin joining in nursery rhymes and songs.
Cross Curricular Connections: This song will be integrated with music. The students will engage
in singing You Are My Sunshine at circle time and then carry it over to making a sunshine with
their handprints. Also, this is integrated with visual arts in the way that students are making a
piece of art with their handprints. This is also integrated with science because it makes the
students more aware of the sun and the weather.
Instructional Objective(s) Criteria:
When given an oral two-step direction, the student will
follow the oral two-step direction 4 out of 5 times
correctly.

Assessment(s) of the Objectives:

Anecdotal records and student
observation

Materials/Resources: SMART board, laptop, yellow paint, white paper, paper plates
Prerequisites (Prior Knowledge): Students must be able to sit at the table when participating in
the activity at table time. Students also must be able to know when they are being given
directions and be able to focus on the task at hand.
Procedures: 1. After students have eaten breakfast, I will call them over to Circle time and we
will begin circle time with a fun song that the students will pick. Next, we will greet each other
and have the students ask for bubbles. After the bubbles, we will sing 2 songs about the sun and
discuss the sun and how it keeps us warm and helps plants grow.
2. After circle time, students will move to the table to make their sunshine handprints. Each
student will be working with an adult by dipping their hand and being told to place it on the
paper. The adult will be responsible for rotating the paper in order for the student to place their
handprint on the paper correctly.

Nickie Ross
TWS

3. Students will be asked to dip their hand and then place it on the paper without an adults help
to see if they are comprehending and following the directions. If the student goes to paint their
face or the table, the adult will interfere. As students are working on their handprint sunshines,
each adult will be giving the two-step directions orally. I will be helping a student and watching
the other students and taking notes afterwards.
4. After students are finished making their handprint sunshines, they can move to a center to
play.
Accommodations: Early finishers will be allowed to move to a center to play. Students that
need more time to work will be allowed to work as long as they need to. Also, students that
speak Spanish will be shown what to do to bridge the language barrier.
References: https://www.youtube.com/watch?v=ya4yyg9XiI4 Mr. Golden Sun
Mybigcampus.com You Are My Sunshine
Sunshine handprints - http://www.creative-activities-for-kids.com/handprint-crafts.html

Student
1
2
3
4

Does not Engage

Follows 1-step

Follows 2-steps

Nickie Ross
TWS

***EEDA Lesson taking turns measuring ingredients & mixing pancake batter
College of Education
Lesson Plan Template-5E Design
Teacher Candidate: Nickie Ross

Date and Time of Lesson:

School: Greenwood Early Childhood Center Subject/Grade Level: PreK, Science

Description of Lesson: The students will engage in exploration using measuring cups and spoons in
the rice table. Students will then take turns in measuring the pancake ingredients and mixing the
batter.

Lesson Title: Measuring for Pancakes

Curriculum Standards Addressed:
National Standard(s): N/A
SC Curriculum Standard(s): K-1 The student will demonstrate an understanding of scientific inquiry,
including the processes, skills, and mathematical thinking necessary to conduct a simple scientific
investigation.
SC Academic Indicator(s): K-1.2 Use tools (including magnifiers and eyedroppers) safely, accurately, and
appropriately when gathering specific data.
Other:

AEPS 5K-1.C.2 Use nonstandard measures to explore the area of everyday objects.
F1. Engages in cooperative, imaginary play.
EEDA: Students will take turns helping measure the ingredients for the pancakes and take turns
mixing the pancake batter in the bowl.
Lesson Objective(s):

Assessment(s) of the Objectives:

Objective 1: When given a measuring cup or spoon, the

student will actively engage in imaginary play in the rice
table 4 out of 4 times.

Objective 1:
Pre: Hand the students measuring cups
and spoons to see if they use them
appropriately. Have rice table located
centrally to see if students know they are
for measuring.
During: student observation while
playing in the rice table
Post: Anecdotal records, checklist

Objective 2: When given a real life example of a pancake, the

student will verbally or through gestures (ASL) identify the
pancake appropriately 3 out of 4 times.

Objective 2:
Pre: Show the students a picture of a

Nickie Ross
TWS
pancake and see if student can identify
During: Student observation and
checklist, discussion
Post: Checklist and student observation

Materials/Resources: Measuring cups and spoons, rice table, pictures of a pancake, electric griddle,
bowl, spatula, spoon, cooking spray, pancake mix, milk, eggs, plates, forks, napkins, syrup

Prerequisites (Prior Knowledge): Students need to be able to participate in the discussion

whether through verbalization or using sign language. Students also must be able to explore
appropriately at the rice table without throwing or eating it. Students also must be able to
listen and follow directions when told.
Procedures

Engagement: Today we are going to make pancakes! Who likes pancakes? show students sign
for pancakes - I know I love pancakes! We are going to make some today in class. When we
make pancakes we are going to use these things (show measuring cups and spoons). Its a little
baby cup with numbers on it called a measuring cup and spoon. Allow students to hold the
cups and spoons.
Exploration: Allow students time to use the measuring cups and spoons in the rice table. State
safety rules: no throwing rice, no eating the rice, keep the rice in the tub. Have different
containers they can fill up using the cups and spoons.
Explanation: We are going to use the measuring cups with certain measurements on them to
measure two cups of pancake mix, one cup milk and two eggs into our bowl to make the
pancakes. Remember how we used our measuring cups to scoop up the rice? We are going to do
the same thing with our pancakes! Measuring cups have numbers on them to make our food
come out just right and taste really yummy. If we use the wrong measuring cup then our
pancakes wont taste good.
Elaboration: Allow students to help me measure out the correct measurement of two cups of
pancake mix, one cup of milk and two eggs for our pancakes. Also allow students to use a small
measuring cup to scoop out the batter and let me put it onto the griddle.
Evaluation (Assessment): As we are making the pancakes, I will ask them what we are making
and what we are using. If a student cannot verbalize what each are, they are allowed to use the
sign. A checklist will aid me in assessing each student.

Differentiation/Accommodations
The differentiation needed for this lesson will be using sign language for students that are nonverbal.
Students that need more time to process what is going on will be given more time to process most
likely at the rice table. Early finishers at the rice table will be brought over to help me mix the pancake
mix first.

References: All ideas were generated by Nickie Ross.

Nickie Ross
TWS

Student
1
2
3
4

Engages

Does not
Engage

Uses sign

Does not use

sign

Nickie Ross
TWS

***SSCA Lesson Sharing stuffed bunny

Teacher Education Lesson Plan Template
Teacher Candidate Nickie Ross
School Greenwood Early Childhood Center

Date and Time of Lesson Thursday; April 17, 2014

Subject/Grade Level Preschool

Description of Lesson: The student will engage in several spring songs involving the Easter
bunny. For Little Bunny Foo Foo students will share a stuffed bunny to bop on the head.
Students will then use cookie cutters stamped into paint to decorate construction paper
bunnies.
Lesson Title: Bunnies!
Curriculum Standards Addressed:
National Standard(s): N/A
SC Curriculum Standard(s): K-C2.1: Demonstrate the ability to follow one- and two-step oral
directions.
SSCA: Sharing stuffed bunny at circle time when singing Little Bunny Foo Foo
Cross Curricular Connections: This song will be integrated with music. The students will engage
in singing Little Bunny Foo Foo at circle time and then carry it over to decorating a bunny with
the cookie cutters as stamps. Also, this is integrated with visual arts in the way that students are
making a piece of art with their stamps.
Instructional Objective(s) Criteria:
When given an oral two-step direction, the student will
follow the oral two-step direction 4 out of 5 times
correctly.

Assessment(s) of the Objectives:

Anecdotal records and student
observation

Materials/Resources: SMART board, laptop, colored paint, white paper, cookie cutters, paper
plates
Prerequisites (Prior Knowledge): Students must be able to sit at the table when participating in
the activity at table time. Students also must be able to know when they are being given
directions and be able to focus on the task at hand.
Procedures: 1. Before students arrive, the outline of the bunnies will be cut out already for the
students. The chairs will be placed at circle time so the students only have to sit down. The paint
will be already on the plates to avoid wasting time and losing the students interest.
2. After students have eaten breakfast, I will call them over to Circle time and we will begin

Nickie Ross
TWS

circle time with a fun song that the students will pick. Next, we will greet each other and have
the students ask for bubbles. After the bubbles, we will sing 2 songs about bunnies. In between
the bunny songs, the students will be directed to touch the bunny on the screen, show me their
bunny ears and then hop up and down like a bunny. During the Little Bunny Foo Foo song, the
students will share and pass around a stuffed bunny to bop on the head. After the song about
bunnies, the students will be able to pick a fun song they enjoy dancing to and this will help
them get their wiggles out.
3. After circle time, students will move to the table to make their bunnies. Each student will be
working with an adult by dipping their cookie cutter and being told to place it on the paper.
4. Students will be asked to dip their cookie cutter and then place it on the paper without an
adults help to see if they are comprehending and following the directions. If the student goes to
paint their face or the table, the adult will interfere. As students are working on their bunnies,
each adult will be giving the two-step directions orally. I will be helping a student and watching
the other students and taking notes afterwards.
5. After students are finished making their stamped bunnies, they can move to a center to play.
Accommodations: Early finishers will be allowed to move to a center to play. Students that
need more time to work will be allowed to work as long as they need to. Also, students that
speak Spanish will be shown what to do to bridge the language barrier.
References:
Mybigcampus.com Little Bunny Foo Foo and Easter Bunny Song
Bunny craft - http://www.iheartcraftythings.com/2014/03/stamped-bunny-craft.html

Student
1
2
3
4

Does not Engage

Follows 1-step

Follows 2-steps

Nickie Ross
TWS

Technology

SMARTboard
Laptop for streaming videos and virtual books
Mybigcampus.com & youtube.com
iPad for reinforcement and the camera

Activity Analysis
For my first lesson, we used a phonics video on YouTube on the letter T. The students really
enjoy these phonics videos. They are upbeat and provide visual stimulation for the students
with the bright colors and flashing. During the video, we use ASL and the phonics sound for T.
This helps students get more than one modality involved in the song. The students are hearing
the song, somewhat singing along, and using their hands to form the phonics sound along with
using ASL for several things that start with T. These activities support the objective of being able
to form the sound that T makes. This activity supports the diverse culture and needs of the
classroom. One student is nonverbal and using the ASL and phonics sound for the letter T helps
her be involved when she is unable to form the words. Other students have a developmental
delay and struggle with retaining new information and using more than one modality helps
these students be more successful with associating the phonics sound with the phonics motion.

Nickie Ross
TWS

5. Analysis of Student Learning

Objective: When given an oral two-step direction, the student will follow the oral two-step
direction 4 out of 5 times correctly.
Student
Pre-Assessment
Post-Assessment
1
1
2
2
2
0
3
1
2
4
0
2
Class Average
1
1.5

Graph of Pre and Post-Assessment Data

2.5

1.5
Pre-Assessment
Post-Assessment

0.5

0
Student 1

Student 2

Student 3

Student 4

Class Average

Whole Class
This data shows me that three out of four students improved their learning during this
lesson. This data also shows me that one student did not improve her learning or stay
consistent with her learning. The highest possible score for the students to achieve was a 2.
Three students achieved a 2 for the post-assessment score. One student achieved a 2 for the
pre-assessment score and did not engage in the post-assessment activity at all. The class
average for the pre-assessment was a 1. The class average for the post-assessment was a 1.5.
As a whole, the class grew .5 from the pre-assessment to the post-assessment. Although not all

Nickie Ross
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students achieved a 2 for the post-assessment score, I know that behaviors tend to prevent
students from giving it their best shot and had this student had a better day, she would have
performed to the best of her ability. I am very pleased with my students progress over this
lesson.

Individual
All of the students in my class worked very hard during this lesson. One student, Seth, in
particular went above and beyond over the course of this lesson. He participated during all of
the activities and did not let behaviors prevent him from performing. Seth had a preassessment score of 0 and a post-assessment score of 2. Seth has a developmental delay and
struggles with sensory issues. During the pre-assessment Seth was unwilling to stick his hand
into the paint on the plate due to the squishy, cold feeling of the paint. As an accommodation
we used a foam brush to tickle his fingers to paint the rest of his sunshine for the preassessment activity. This was much better for him and he did not cry or get upset when his
hand had very little paint on it. For the post-assessment activity, we bypassed the hands in the
paint and used a cookie cutter as a stamp. This was much better for Seth and he did not even
need prompting to use his stamps to paint his bunny. For the post-assessment score, Seth
received a 2.
A sweet young girl named Evelin was my lowest performer during this lesson. Evelin
struggles with communication and severe behaviors that include hitting, biting, and throwing
objects. When Evelin is unable to communicate her needs effectively, she goes into a fit of rage
and it is difficult to calm her down. While she can use ASL to communicate somewhat, her
signing ability does not begin to cover her emotions. On the day of the pre-assessment Evelin
was having a very good day. She sat at the table willingly and used her hands to make her
handprint sunshine without being prompted. She received a 2 for the pre-assessment. On the
day of the post-assessment, Evelin was having a very off day. She had been to the doctor the
day before which gave her a three day weekend. Her routine was off and this resulted in many
fits of rage and uncontrollable behaviors. She refused to sit down at the table and would run to
her decompressing area quite frequently throughout the lesson. She stayed on her beanbag
for the duration of the lesson and did not engage the rest of the lesson. She received a zero for
her post-assessment score.
After removing my highest and lowest performer, my other two students performed
very similarly. I chose BJ as my average performer. His attitude is always cheerful and happy
when learning. His pre-assessment score was a 1 and his post-assessment score was a 2. BJ
really benefitted from having the students follow the simple directions such as show me your
bunny ears and touch the bunny on the screen. BJ sometimes struggles with paying

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attention and often has to sit in a Rifton chair in order to be a part of circle time without feeling
the need to wander around the classroom. He really worked hard to pay attention during this
lesson and loved using the cookie cutter to paint a Foo Foo bunny.

6. Reflection, Self-Evaluation, & Professional Development

Whole Class
As a whole group the class did a great job learning and participating throughout the
lessons we did together. The students loved doing the activities I planned for them, keeping
in line with Mrs. Charlottes weekly plans. The students love singing and dancing and this
was incorporated heavily in all of my lessons. The modifications that I used during my
lessons helped all of the students be successful. Being able to see that some students
performed better sitting on the floor with the materials right in front of them was
important. The activities were still implemented, but location was key for some of my
students. Something that could be changed to promote greater student learning is a
behavior system that is in place for the students that struggle with severe behaviors. One
student uses a token/penny system but it is only implemented when his behaviors start to
increase. This type of intervention needs to be run the entire time he is at school in order
for it to be effective. By the time this student has escalated, the tokens do not do any good.
Also, giving edible reinforcements when the students actually earn them would be key.
Many times, students received an edible reinforcement just because they asked for one. In
order for them to be effective, students must perform the task or show the appropriate
behavior in order to earn the edible.
Three Individual Students
The student that was most successful throughout my lessons was Joshua. Joshua has
been diagnosed with autism and struggles with certain behaviors such as throwing himself
down on the floor when he is not getting his way. Keeping him interested in my lessons was
very important. He tends to zone out when he is uninterested and then pretends to pray or
fall asleep. When Joshuas token system is in place and being run the entire lesson, Joshuas
behaviors greatly decrease. He loves working for the iPad and playing his games.
The student that was the least successful throughout my lessons was Evelin. She has
autism and struggles with severe behaviors. She tends to wander around the room quite
frequently as an escape from whatever is going on in the classroom on off days. When she
does not get her way, she lashes out very aggressively and this results in a quick overturn in
paraprofessionals that are working with Evelin. An adaptation that would be very beneficial

Nickie Ross
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to put in place with Evelin is some sort of token system to allow her to work towards
something she enjoys such as a puzzle or time on the iPad.
The average performer throughout all of my lessons was BJ. His attitude was always so
happy and cheerful. He rarely has any negative behaviors in the classroom. He struggles
with communication sometimes due to a malformation in his esophagus that prevents him
from speaking clearly and being understood. He always puts forth a good effort and even
when he has no idea what is going on, he is happy.
Professional Development
Throughout my time at Greenwood Early Childhood Center, I learned so much. I loved
being with the younger students that are so impressionable and still think you are the best
teacher ever! One goal for myself would be to continue learning more activities to use in
early elementary grades to help students be more successful in school. Another goal that I
want to set for myself is to be more efficient in managing my time. I found myself going
over my set time for lessons. While my cooperating teacher was still supportive, I would
love to be able to stay within my time parameters that I set. This will help me be more
successful in my career later in life.
T Lesson Reflection
As I was planning this lesson, I got a good deal of help from my cooperating teacher,
Mrs. Charlotte. I was so nervous that I would make the lesson too difficult for the students
to be able to participate in. She reassured me as long as their routine stays the same, they
are pretty easygoing and willing to cooperate with the material. At the beginning of the
lesson, the students came together as a whole group at circle time and we did the typical
morning routine. We used the SMARTboard and laptop to stream the music videos. We
sang the Good Morning song and then greeted each other and played with bubbles. The
students practice saying their name when asked and answering personal questions that
relate to their IEP goals. We then sang the T Song which is a song that focuses on words
that start with the letter T and the sound the letter T makes. The students use phonics
motions for each letter of the alphabet. The sign for the letter T is putting your fingers
together like you are making a ball with your hands. The repeated tapping of your fingers
goes along with the sound that the letter makes (tuh-tuh-tuh). The students were actively
involved during this lesson. They were familiar with all of the material that was presented to
them. The song was very effective in showing the students the phonics sound and having
them reproduce it was very easy for many of the students. The classwide behavior
management system that is used is edible reinforcements. This is somewhat effective for a
few of the students but very ineffective for one. One student uses a token/penny system.

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After he earns 5 pennies, he gets to play on the iPad for a few minutes. When this system is
used effectively, I feel like his behaviors would greatly decrease. But this system is only
implemented when his behaviors increase and is therefore ineffective. My behavior
towards all of the students was ethical, fair, and respectful. I treated all of the students
equally and showed them the same respect that I show the adults in the classroom.
Brown Bear, Brown Bear Sorting Reflection
An instructional decision I made while planning this lesson was to easily differentiate the
lesson between my students. Two of my students are great at sorting while two others
really struggle with differentiating between different colored objects. The chart that I made
could be easily folded where only one or two columns were visible to the student. This
helped the students only focus on one or two colors at a time instead of the entire chart.
To motivate the students, we stuck to the routine that they were used to. We used the
virtual story on YouTube of Brown Bear, Brown Bear by Eric Carle. The students love
watching this story on the SMARTboard. While watching the story, we discussed the colors
of each animal and incorporated the ASL color sign for each animal. One student even
followed along in the actual hardback copy of the book while the virtual story was playing
on the SMARTboard.
The students were actively involved in pointing at the animals as they came across the
screen. They enjoyed being able to stop the story and show me the colors of the animals.
After the story was over, we moved to the table to sort the colored pieces of cereal on the
sorting guide. The colored cereal matched the sorting guide almost perfectly and this was
very effective for some of the students. As expected, two students really struggled with
differentiating between the colors of the animals and the colors of the cereal. After their
paper was folded the students were more successful in placing their colored cereal onto the
sorting guide. The students also required only being given one or two pieces of cereal at a
time to avoid them wanting to eat it. Overall, the materials were very effective with this
lesson.
You Are My Sunshine Reflection
Making instructional decisions before this lesson was fairly important. I am using this lesson
as my pre-assessment for my showcase lesson. I had to plan it using the same objective as
my during and post-assessment. I used the student data to make instructional decisions for
the Bunny painting lesson. Some students struggled with following more than one oral
direction at a time while others did not.

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In order to effectively engage the students we sang songs that they had been using in circle
time throughout the week. We sang Mr. Golden Sun and You Are My Sunshine. We
used the SMART board and laptop to stream the videos. The students were actively
involved throughout the lesson. They love singing and dancing to the songs that are on the
SMART board.
After the circle time part of the song, the students moved to the table to do the second
part. The students were instructed to put their hands in the blob of paint on the plate and
then place it on the paper to make a sunshine. One student absolutely refused to put his
hand into the paint due to sensory issues. We had to make a decision to allow him to use a
foam brush to tickle his fingers with the paint and this worked much better for this
particular student. The other students did not have an issue with the paint. The handprint
sunshine was a very effective way to gauge whether or not the students could follow one or
two step directions. The directions were very clear and concrete in order to keep validity
with the pre-assessment.
I was ethical, fair and respectful to my students. They are all treated equally and I use the
same tone with each student.
Makin Pancakes Reflection
Making instructional decisions before the lesson was very important for me. While this lesson
focused on measuring and identifying pancakes, I knew beforehand that the students would
not be able to grasp the concept of a cup, half cup or a teaspoon. My students easily grasped
the concept of it takes two small cups to fill up a big cup rather than labeling and identifying
the measuring cups. One instructional decision I made during the lesson was to allow the
students to move freely between the rice table using the measuring cups and exploring
independently and coming to help me mix the pancakes. Students were allowed to move freely
between the two. While this was not my intent, it worked perfectly for the nature of the
classroom setting. As a follow-up for this lesson I believe I would focus more on talking to the
students about filling the containers that were placed in the rice table. I would discuss the fact
that there are little and big spoons and little and big cups. I would place more importance on
the actual measuring exploration rather than the mixing of the pancakes.
At the beginning of the lesson I was discussing with one particular student that we were going
to make pancakes in class today and he got very excited. He loves pancakes! My other three
students kind of understood the fact that we were making pancakes, but did not respond or
react. At the rice table, I invited the students to come play with me in the rice and most of the
students responded positively. With one student, it is hard to engage her due to her behavior
sometimes. She would stay at the rice table and wander around the room as normal. I used

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some small group instruction and some one-on-one instruction. As students moved between
the rice table and the pancake-mixing, I would talk to them about what we were doing and why
we had to measure to make our pancakes taste yummy. All four of my students were actively
involved at one point of another of the lesson. Three of my students really enjoyed playing in
the rice table. My fourth student was more engaged during the mixing of the pancakesshe
loved helping me crack the eggs and mixing the batter.
I presented the information in a very basic manner. The students are only in preschool and too
much information for them can be overwhelming. I kept the information at the rice table very
basic by talking about how we could scoop up the rice with our cups and spoons and dump it
into other containers. At the pancake mixing station I also kept it very basic. I talked to the
students about how we had to measure just right to make our pancakes taste yummy. If we
messed up then our pancakes wouldnt taste very good.
This lesson certainly relates to the students everyday life. Many of my students knew what
pancakes were and loved eating them after they had been cooked. I was under the impression
from the lesson that all of my students had had pancakes at one point in their life or another.
Our classroom is going through many changes at this point in time and classroom management
is really struggling. One student has been using the token system with pennies and this was not
really working during the lesson for him. He was on edge and just really wanted some pancakes.
Another student does not have a current system for behavior but edible reinforcement
sometimes helps her stay on task. The other two students do not have a problem with behavior
and stayed on task the entire lesson.
I believe my interaction with all of the students was ethical and fair. I was certainly respectful of
my students needs and wants during the lesson. I kept them engaged to the best of my ability
while giving them some freedom to move between the two areas of learning.
Little Bunny Foo Foo Reflection
This was my showcase lesson. I used the pre-assessment data from the sunshine handprint
lesson in order to change the instruction. During circle time, we gave the students random oral
directions like touch the bunny on the screen or show me your bunny ears. For a two-step
direction, we used show me your bunny ears and hop like a bunny! The students all thought
this was so cool to pretend to be bunnies and were actively involved.
We used the SMART board and the laptop to stream the music videos for the students to see
and hear. For the second part of the lesson, we used cookie cutters as stamps and glitter paint
to stamp on the bunny outlines on the paper. The students really enjoyed using the cookie
cutters as something new and fun. They also really enjoyed using the glitter paint rather than

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the same colors they use normally. Three of my students participated fully in this lesson. One
student was having a really hard day and could not engage during this lesson at all.
Behavior management was a big issue during this lesson. I believe if a different behavior system
was implemented, the student would be more successful at school with her aggressive and
escape behaviors. On the other hand, the student with the token system performed very well
and did not have any troublesome behaviors throughout the lesson. He received iPad time
twice throughout the lesson.
My behavior with and towards the students was ethical and respectful. I treated all the
students equally and with the same respect that I give the adults in the classroom.

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7. Communication and Collaboration

Parent Contact Form
Name:
Week of:
What Were Learning
Monday

Tuesday

Wednesday

Thursday

Friday

Behavior

Parent Comments/Concerns

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TWS

Dear Parents,
My name is Nickie Ross and I am your childs pre-school teacher this
year. I am so excited to be starting this year off with a great group of
students. I know we will have so much fun learning and growing
together this year.
I have recently graduated from Lander University in the Spring of
2014 with a degree in Special Education. In my spare time I enjoy
reading, being outside, going on vacations and continuing my learning
experiences in every possible way. I am very involved in my church and
love spending time with my family.
This year is going to be a great year, I am so excited to get to know
your children and help them flourish into the fantastic children they
are.
If you ever have any concerns or questions, please do not hesitate to
call or email me. My school phone number is (864) 504-1534. You can
leave a message with the secretary and I will return your call as soon
as I can. My email is nross@gwd50.org.
I hope your children are as excited as I am for this great school year!

Sincerely,

Nickie Ross

Nickie Ross
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Communication for General Education and Special Education Teachers

Student
Name/Period

Date Written

Concern

Date Read

Date Resolved

Resolution

Communication for General Education and Special Education Teachers

Student
Name/Period

Concern

Date Written

Date Read

Resolution

Date Resolved

Nickie Ross
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8. Learning Environment
Routines and Procedures Resource

When students walk into the classroom they can move their pin from home to school
by the door of the classroom and proceed to get their folder and sit down in their seat.
After they are seated they can begin their independent reading and complete their
independent reading log. If a student was absent, they need to check the hanging file
folder under their name to see what they missed. If there was homework assigned, then
the homework should be placed in the color-coded shelf for each class. Each class will
be labeled a different color. If a student finishes their work early they are to either read
independently or work in a center that is math or ELA related.
In the middle of each group or table will be a caddy with scissors, glue, crayons and
pencils to avoid having to pass this out every time we use it in the classroom. Each
week there will be an assigned helper to help pass out papers/materials when needed.
If at any point during their allocated resource time the students need to leave the room
for the nurse or the bathroom, they should first gain permission and grab a pass that is
located by the door.
For dismissal from their resource time, they should tidy up their work area and grab their
folder from the tray and wait to be dismissed from the classroom.
Routines and Procedures Self-contained

When students arrive to school for the day, they should walk in the door and put their
bag away and put their folder in the assigned cubby. After they put their things away,
they should move their clip from home to school and make their lunch choice
underneath the attendance count. If a student was previously absent, they need to
check the hanging file folder under their name to see what they missed during the time
they were absent. If it can be completed independently, they may work on it first thing in
the morning. While students are entering the classroom and eating breakfast, they
should wait quietly for the morning news and then begin their independent morning
work. If students finish their work early they may begin working on the task board. Each
square is something that can be completed independently.
In the center of their table or group will be a caddy with materials that will frequently be
used such as scissors (safety ones, of course!), glue sticks, crayons, pens or pencils.
Should any other materials need to be distributed such as white boards or papers, the
materials helper will be the one to pass things out with me.

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Should any student need to leave the classroom at any time, they should first gain
permission and then take the bathroom, hall or nurse pass and proceed to their
destination quickly and quietly.
When it is time for dismissal, students should tidy up their work area and pack their
backpacks with their folders and any other things that need to go home with them. The
students are to wait to be dismissed from the classroom by me to go home.
Classroom Management
Rules
1.
2.
3.
4.

Be kind to your friends.

Use walking feet in the classroom.
Do your best work.
Use listening ears inside & outside the classroom.

Consequences
1. Write apology to our friend when we are unkind.
2. Return to position you started to run and use your walking feet.
3. Redo work that is not our best. Get help if you need it.
4.

I believe in a positive behavior intervention system. The classroom should have a set of
positively stated rules where all students know what is expected of them and what will
happen if the students disobey the rules. These rules will ultimately be made by the
teacher with the input of the students. They will learn to own rules they have helped
set in place. Aside from making the set of rules as a class, we will do a Frayer model
anchor chart with the prompt being A Good Classmate and the four corners will be
is, does, says and is not. This will be a visual reminder hung in the classroom for the
students to see all the time. We will set class goals and when we do positive things in
the classroom and are caught outside of the classroom setting a good example, we will
add a loop to our paper chain. Once the chain reaches the floor, the students will
receive their reward they have previously set.
To start our day, we will have a morning meeting. This will be our positive boost to start
the day. I believe this is much needed because in a special education classroom, all
children can be successful in the morning meeting no matter what challenge they face.
Throughout the day there will be points of 1:1, small group and whole group instruction.
During independent reading time, there will be points that I pull students for reading
conferences. This will be a chance to check in on how they are doing with their reading
and see if things are working well for them with their independent reading. This will be
the opportunity where I will do my anecdotal records on the students and do running

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records periodically throughout the year. Also, while the class as a whole is doing their
independent reading, there will be times that I pull my guided reading groups. This is a
chance for me to teach them on their level and help them use strategies that we have
talked about during our whole group shared reading time. Guided reading groups give
me a chance to give students more individualized instruction and help them advance in
their reading. During this guided reading time I will also use different phonics techniques
to help my students. I will also pull small math groups to help students receive
individualized instruction and help them where they need it.
During whole group instruction we will do shared reading daily. Throughout the day
there will be other points for whole group instruction such as interactive read alouds,
mini math and writing lessons, social studies and science instruction. After the mini
math and writing lessons, the students will work in groups to do their math work and
write independently in their journals.