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SCHOOL OF EDUCATION CLAFLIN UNIVERSITY UNIT WORK SAMPLE GUIDELINES

Successful teacher candidates support learning by designing a Unit Work Sample that employs a range of strategies and builds on each students strengths, needs and prior experiences. Through this performance assessment, candidates provide credible evidence of their ability to facilitate learning by meeting the following standards: The candidate uses multiple assessment strategies and approaches aligned with learning goals to assess student learning before, during and after instruction. The candidate designs instruction for specific learning goals, student characteristics and needs, and learning contexts. The candidate uses regular and systematic evaluations of student learning to make instructional decisions. The candidate uses assessment data to profile student learning and communicate information about student progress and achievement. The candidate reflects on his or her instruction and student learning in order to improve teaching practice.

The candidate will create a Unit Work Sample to demonstrate its impact on student learning. The attached template, which consists of several components, should be used to fulfill this requirement. Attach samples of student work as an appendix.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

EDUC 450: PROFESSIONAL CLINICAL PRACTICE SCHOOL OF EDUCATION CLAFLIN UNIVERSITY UNIT WORK SAMPLE TEMPLATE

Candidate:Tiara Miles District: OCSD5 Subject: ELA and S.S

Cooperating Teacher: Mrs. Murray School: Brookdale Elementary Dates of unit: from to

Academic Year: 2013-2014 Grade Level: 4th

Section I: Unit Title and/or Description: Context Clues and the Missouri Compromise Section II: Description of Students: Describe 1) the number of students, (2) demographics of the students, and (3) any
other special features or important information that you included in your Long Range Plan as you described your students.

Brookdale Elementary school is located at 394 Brookdale Drive in Orangeburg S.C. It serves 278 scholars. The schools demographics is predominately African American Based on the most recent 2013 school report card, Brookdales student performance improved and they were given a grade of an A. There are 19 teachers employed at Brookdale Elementary. The student to teacher ratio is 1 to 14. In Mrs. Murrays fourth grade classroom there are 19 students. We have 11 girls and 8 boys. All of our students are African American. All of the students in our class receive free or reduced lunch. In our class room have only three students who are reading on a fourth grade reading level. The remaining students reading levels range from kindergarten to third grade. All Our class is a fairly active class. While this can be a hassle at times, Mrs. Murray has a strict behavioral system that is effective and learning, but generally, they are very bright and eager to learn. Mrs. Murray also has a system in place to accommodate the students who need extra assistance. They are pulled to the back table and receive individual instruction from either Mrs. Murray or myself to ensure that they are grasping the concept.

Section III: Contextual Factors: Describe the contextual factors, including the (1) relevant student characteristics from
Section II, as well (2) as other factors related to the community, district, school, classroom or students, that are likely to impact instruction and/or student learning with regard to the selected instructional unit. Include a (3) description of the ways in which each of these factors will be taken into consideration during unit planning and instruction.

The student to teacher ratio is 1 to 14. In Mrs. Murrays fourth grade classroom there are 19 students. We have 11 girls and 8 boys. All of our students are African American. There are only two students reading on grade level. I will keep in mind and plan instructional activities based off my knowledge of students current reading level to ensure tha t they are able to understand and comprehend the lessons that are being taught. My students reading level will also be taken into consideration when providing notes, assignments, and homework. Students who have a hard time comprehending the lesson on context clues as well as the Missouri Compromise will be sent to the back table and I will guide them in completing the hand out that the class will complete at the end of both lessons.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Section IV: The Unit Plan Section IV A: Major Unit Objectives (1) List the unit objectives and (2) indicate the corresponding state standards.
(Remember objectives must contain 4 parts: performance, product, conditions and criterion.

Unit Objectives
80% percent of students will be able to generate the meaning of unfamiliar and multiple-meaning words by using context clues

Correlated Standards/Expectations
4-3.1 Generate the meaning of unfamiliar and multiple-meaning words by using context clues (for example, those that provide an example or a definition). 4-3.2 Use base words and affixes to determine the meanings of words. (See Instructional Appendix: Prefixes and Suffixes.) 4-3.3 Interpret the meaning of idioms encountered in texts. 4with multisyllabic words.

80% percent of students will be able to use base words ad affixes to determine the meanings of words.

80% of students will be able to interpret the meaning of idioms encountered in texts.

80% of students will be able to correctly spell words with prefixes and suffixes and multisyllabic words

80% of students will be able to explain the major political and economic factors leading to the American Revolution, including the French and Indian War, then Stamp Act, the Tea Act, and the Intolerable Acts as well as American resistance to these acts through boycotts, petitions, and congresses.

80% of students will be able to explain the significance of major ideas and philosophies of major ideas and philosophies of government reflected in the Declaration of Independence.

4-3.1 Explain the major political and economic factors leading to the American Revolution, including the French and Indian War, the Stamp Act, the Tea Act, and the Intolerable Acts as well as American resistance to these acts through boycotts, petitions, and congresses. 4-3.2 Explain the significance of major ideas and philosophies of government reflected in the Declaration of Independence.
4-5.5 Explain how the Missouri Compromise, the fugitive slave laws, the annexations of Texas, the Compromise of 1850, the Kansas-Nebraska Act, and the Dred Scott decision affected the institution of slavery in the United States and its territories.

80% of students will be able to explain how the Missouri Compromise, the fugitive slave laws,
the annexations of Texas, the Compromise of 1850, the Kansas-Nebraska Act, and the Dred Scott decision affected the institution of slavery in the United States and its territories.

Section IV B: Unit Plan

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Describe your instructional plan that is, the (1) sequence of steps that you need to follow if your students are to achieve the unit objectives. (2) Describe the key instructional activities, strategies, materials and resources including instructional technology), and indicate the unit objectives (numbered according to the order in which they are listed in Section IV A) that are addressed.

Instructional Plan for the Unit


Activities/Strategies/Materials/Resources My anticipatory set will be carried out by having students view a comic strip before we begin the content portion of our lesson. The student will be asked to use context clues to find the meaning of a word outlined in the comic strip. The content portion of my instruction will be carried out through the use of a Power Point Attached to the PowerPoint will be guided practice problems. As a class we will read a passage and defined outlined words in the text using context clues. Students will receive worksheets for independent practice as well as homework for extended practice. Unit Objective Number(s) 1

1 1

1 Integration of the Arts 1 Integration of Health Students will be given the opportunity to play Four Corners during the lesson. They will stand up and move to either corner of the room based on the answer they select. Integration of Physical Education

Social Studies:
My anticipatory set will be 1

The content portion of my instruction will be carried out through the use of a Power Point

Attached to the PowerPoint will be guided practice problems. As a class we will read a passage and defined outlined words in the text using context clues. Students will receive worksheets for independent practice as well as homework for extended practice.

Integration of the Arts

Integration of Health Students will be given the opportunity to play Four Corners during the lesson. They will stand up and move to either corner of the room based on the answer they select. Integration of Physical Education

Reflect on the instructional plans for the units: How does this instructional plan (1) establish a balance between grade-level academic standards and expectations and the needs, abilities and developmental levels of individual students? (2) Discuss the strategies used to teach students on varying levels. (3) Discuss how you designed your instructional plan usi ng students characteristics, needs and learning contexts.

The instructional plan provides a balance between grade-level academic standards and expectations and the needs, abilities and developmental levels of individual students by being aligned with the schools pacing guide but also providing differentiated instruction to reach all the different learning types within my classroom. I will also incorporate activities into the power point and lesson that are both reading level and grade level appropriate

Revised Fall 2013 ACEI/NAEYC 2010 Standards

for my students. Being that the reading levels and comprehension levels of my students vary to meet each students need I will incorporate group activities, pair activities so that students are able to learn from me as well as each other. My instructional plan has been designed in a way that takes into consideration students characteristics, needs and learning contexts by planning activities based on their overall interests, and reading levels.

Section V A: Unit Assessments - List the key unit assessments. Type of Assessment (Check one for each assessment) Teacher-Made Commercially (A copy of each teacher Available

Key Unit Assessments

made assessment must be attached to this plan.)

Context Clues Quiz Missouri Compromise passage Quiz

Reflect on the unit assessments: (1) How did you determine that your unit assessments are valid and reliable for all students? (2) How did you use your prior understanding of students skills to plan your instruction?

The validity and reliability of my assessments were determined by ensuring that the assessments were aligned to the standards that were taught. Content not cover in the lesson was not included in either assessment. The use of prior knowledge was also taken into consideration when determining the appropriate assessment for both units to ensure that students wouldnt be tested on material they had already mastered and also so I would know what knowledge I would be able to build upon throughout the lesson. Student learning styles were also taken into consideration. I reflected on the different type of learners that I have in the class to make sure the Powerpoints and use the SmartBoard during instruction met all their needs and different learning styles. I made activities interactive which allowed students actively engaged throughout instruction.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Section V B: Assessments (1) Describe and attach the assessments for each unit objective. (2) Include descriptions
of any necessary accommodations. For each assessment, (3) include the evaluation criteria (i.e., describe and/or attach each appropriate scoring rubric, observation checklists, rating scales, item weights and the like). (4) Attachments must be clearly labeled to indicate their relationship to the elements in the table below.

Assessments Unit Objective 1 (English) : Pre-Assessment(s) : Post-Assessment(s)

Accommodations Informal Assessement

Evaluation Criteria

Retest will be given to A=93-100 students who receive a B=92-85 failing grade (76 or lower) C=84-77 D=76-70

: Other Assessment(s)

Accommodations Unit Objective 1 (Social Studies) : Pre-Assessment(s) Informal Assessment

Evaluation Criteria

: Post-Assessment(s)

: Other Assessment(s)

Retest will be given to A=93-100 students who receive a B=92-85 failing grade (76 or lower) C=84-77 D=76-70

Section V C: After administering the pre-assessment(s), (1) analyze student performance relative to the unit objectives. (2)
Attach one or more clearly labeled tables, graphs, or charts that depict the results of the pre-assessment(s) in a format that allows you to find patterns of student performance relative to each objective. (3) Summarize the results of the preassessment(s) and describe the implications of these results on instruction.

Students were given an informal preassement that also served as a hook before we began our lesson on Context Clues. The informal assessment was given in the form of a comic strip I had students read before the lesson began. They were then asked to define the given word based off the context clues provided in the strip. The majority of the class correctly defined the word based off the given context clues. This showed me that the majority of my students had some prior knowledge based off my informal assessment. Students were also given and informal pre assessment that served as a hook before we began our lesson on the Missouri Compromise. Students watched a short video followed by a mini class discussion on the Missouri Compromise before we began the lesson. I used questioning techniques to informally preassess students to get an accurate understanding of their prior knowledge. The information gathered showed me that the majority of the students didnt have much prior knowledge of the Missouri Compromise.

Section VI: Analysis of Student Learning) Revised Fall 2013 ACEI/NAEYC 2010 Standards

Once you have completed the unit, analyze all of your assessments and determine your students progress relative to the unit objectives. (1) Did the information increase your understanding of individual students performance? (2) Attach clearly labeled tables, graphs or charts that depict student performance (strengths and weaknesses) for the entire class, for one selected subgroup and for at least two individual students. For each visual representation, (3) provide a descriptive narrative that summarizes your analysis of student progress and achievement. Finally, (4) explain the ways in which you have assigned student grades (or other indicators of student performance), and what were the overall results? Based on the overall results, (5) did the students gain from this unit all that you expected? Why or why not? (6) Include a description of the ways in which these results have been recorded as well as how and to whom they have been reported. Context Clues Quiz: Based on the information gained from the analysis I see that the majority of students were able to comprehend the objective. The majority of the class passed the assessment, only two students needed to retest. This information increased my understanding of each students performance. Students we re given grades based off the standard grading rubric. Based on this information I can say that students gained what I expected them to gain from the unit because the majority of them were able to pass the assessment with an 80 or higher. This grade will be recorded in the grade book and included in the biweekly progress report sent home to parents.

Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8 Student 9 Student 10 Student 11 Student 12 Student 13 Student 14 Student 15 Student 16 Student 17 Student 18 Student 19 Student 20 Student 21 Student 22

88 84 88 92 80 84 92 88 76 92 92 84 88 76 84 80 100 88 100 92 100 84

Missouri Compromise Quiz: Based on the information gained from the analysis I see that the majority of students were able to comprehend the objective. The majority of the class passed the assessment, only three students needed to retest. This information increased my understanding of each students performance. Students were given grades based off the standard grading rubric. Based on this information I can say that students gained what I expected them to gain from the unit because the majority of them were able to pass the assessment with an 80 or higher. This grade will be recorded in the grade book and included in the biweekly progress report sent home to parents.

Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8 Student 9 Student 10 Student 11

92 80 76 68 100 80 92 88 68 100 92

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Student 12 Student 13 Student 14 Student 15 Student 16 Student 17 Student 18 Student 19 Student 20 Student 21 Student 22

76 80 76 100 68 76 100 96 80 100 92

Section VII. Reflection and Self-Assessment


Reflect on and describe the relationship between your students progress and achievement and your teaching performance. If you were to teach this unit again to the same groups of students, (2) what, if anything, would you do differently, and why? What (3) specific aspects of the instruction need to be modified?

I believe that my students progress was a direct result of my lesson preparation, reflection on other lesson experiences, and my teaching performance. At the end of the unit for both ELA and Social Studies my students grades showed that they were able to grasp and comprehend the standard. I gave them the appropriate content that coincided with the standard covered and delivered my instruction in a way that actively engaged each child and kept them interested. If I were to teach this unit again I would be more aware of the allotted time for each subject to ensure that I dont go over.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

EDUC 450

UNIT WORK SAMPLE SCORING RUBRIC ACCEPTABLE (2) DESCRIPTION OF STUDENTS

SCHOOL OF EDUCATION

COMPONENT

TARGET (3)

UNACCEPTABLE/DEVELOPING (1)

SCORE

Description of Students ACEI 3.1 NAEYC 1a Contextual Factors collaborating with others and sources of information ACEI 3.5/NAEYC 5c Contextual Factors ACEI 3.5/NAEYC 3b Contextual Factors ACEI 5.2/NAEYC 2c Overall Rating

Describes students in-depth according to ability, disabilities, ethnicity/race, socioeconomic status, student interests and other relevant school factors that could impact student learning; list 5 or more factors. Uses substantial information from descriptions of the students to select standards to meet students individual differences and plan instruction and assessment Data is collected from multiple sources, including verbal, nonverbal and media, etc. Displays an understanding of the importance of collaborative relationships with families, school colleagues and agencies in the community.

Describes students according to some differences, lists at least 4 factors that could impact student learning

Does not include at least three (3) types of descriptions; displays minimal understanding of addressing a variety of student needs.

Uses adequate information from the descriptions to select standards to meet students differences and plan instruction and assessments

Fails to use the information from the descriptions to plan instruction and assessments to meet the needs of students

Uses at least three (3) types of sources to collect data Selected sources show the importance of collaborative relationships with families, school colleagues, and agencies in the community

Uses only one data source (records) to set standards and plan assessments

Shows little or no importance of collaborative relationships with families, school colleagues, and agencies in the community

UNIT PLAN
Objectives ACEI 3.3/NAEYC 5b Objectives ACEI 3.2/NAEYC 5c Objectives ACEI 3.2/NAEYC 5c Overall Rating Alignment with Learning Objectives
Plans to assess each objective domain through the assessment plan. Plans to assess most of the objectives through the assessment plan. Does not plan to assess the objectives through the assessment plan All objectives are thorough, significant and challenging, and are clearly stated and correlated with the SC State standards Objectives are appropriate for the development, prerequisite knowledge, experiences, diversity, and other student needs All objectives contain performance, products, conditions and criteria components Objectives are challenging and are clearly stated and correlated with the SC State standards Objectives are appropriate for the development, prerequisite knowledge and experiences, but are limited in diversity Objectives are measurable, containing 2-3 components Objectives are not clearly stated Objectives do not address the development, prerequisite knowledge, experiences, and diversity, or other student needs Objectives are not measurable.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

and Instruction ACEI 4.0/NAEYC 3b Alignment with Learning Objectives and Instruction ACEI 4.0/NAEYC 3b Overall Rating Instructional Plan NAEYC 5c Instructional Plan NAEYC 5c Instructional Plan NAEYC 5c Overall Rating Selection of Strategies for Varying Levels ACEI 3.3/NAEYC 4b;4c Design for Instruction ACEI 1.0/NAEYC 5c

All assessments are congruent with standards, content and cognitive complexity.

Assessments are congruent with the standards, content, but have limited cognitive complexity.

Assessments are not congruent with the standards, content, or cognitive complexity.

All content is paced and sequenced so that it is covered in the allotted time All standards thoroughly display knowledge, skills and dispositions 3 or more activities relate to real world experiences

Content is paced that it is covered in the allotted times, but there are some sequencing issues Standards are inclusive of knowledge, skills and dispositions 2 activities relate to real world experiences

The content is not paced and sequenced so that is covered in the allotted time Standards are not inclusive of knowledge, skills, and dispositions Activities do not relate to real world experiences

Uses and justifies a variety of strategies to teach students on varying levels, including activities that require students to think critically and solve problems.

Uses a variety of strategies to teach students on varying levels, including activities that require students to think critically and solve problems.

Uses less than three (3) strategies; does not accommodate the varying levels of students or activities that require students to think critically and solve problems.

Designs instruction for specific learning standards using students characteristics and needs for learning contexts.

Designs most of the instruction using the standards, but fails to use students characteristics and needs for learning contexts

Attempts to design the instruction using the standards, but the attempt lacks congruency and fails to use students characteristics and needs for learning contexts.

ASSESSMENTS
Knowledge of Students Skills and Prior Learning ACEI 3.1 Multiple Assessment Modes ACEI 4.0/NAEYC 3b Multiple Assessment Modes/NAEYC 3b ACEI 4.0/NAEYC 3b
Displays specific understanding of students skills and prior learning that affect instruction. Displays general understanding of students skills and prior learning that affect instruction. Displays no understanding of students skills and prior learning that affect instruction.

All informal assessments are completely aligned to the objectives All formal assessments are completely aligned to the objectives

Informal assessments are aligned to adequate portions of the standards Formal assessments are aligned to adequate portions of the standards

Does not use informal assessments

Does not use formal assessments

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Multiple Assessment Modes ACEI 4.0/NAEYC 3b Multiple Assessment Modes ACEI 4.0/NAEYC 3b Multiple Assessment Modes ACEI 4.0/NAEYC 3b Overall Rating Validity of Assessments ACEI 4.0/NAEYC 3b Validity of Assessments ACEI 4.0/NAEYC 3b Validity of Assessments ACEI 4.0/NAEYC 3b Overall Rating Scoring Procedures Explained ACEI 4.0/NAEYC 3b Analysis of Student Learning ACEI 4.0/NAEYC 3b Interpretation of Data and Student Learning ACEI 4.0/NAEYC 3b Interpretation of Data and Student Learning ACEI 4.0/NAEYC 3b Interpretation of Data and Student Learning ACEI 4.0/NAEYC 3b Overall Rating Instructional Decisionmaking

Uses more than one (1) authentic assessment type

Applies an authentic assessment type

Does not use authentic assessments

Has rubrics for all performance tasks

Uses rubrics for most performance tasks

Does not use performance tasks

Plans substantially for student reflections

Plans adequately for student reflections

Does not plan for student reflections

All assessments are valid All items or prompts are clearly written and correct All directions and procedures are clearly written and correct

Most assessments are valid Items or prompts are clearly written, but exhibit minimal errors Directions and procedures are clearly written, but exhibit minimal errors

Assessments are not valid Items or prompts are not clearly written Directions and procedures are not clearly written

Thoroughly, but succinctly, explains the scoring procedures for all of the assessments Uses assessment data using graphs, charts, tables, etc., to profile student learning and communicate information about student progress and achievement. Thorough and accurate interpretation is provided Meaningful, appropriate, and data supported conclusions are drawn Provides relevant and detailed hypotheses for all achieved and unachieved learning goals.

Adequately explains some of the scoring procedures for the assessments Provides an appropriate summary of assessment data to explain student learning and communicate information about student progress and achievement. An adequate interpretation is provided; contains few errors in accuracy Meaningful and appropriate conclusions are drawn with limited inclusion of data Provides generalized hypotheses for why students met or did not meet the learning goals

Fails to explain the scoring procedures for any of the assessments. Makes an inadequate attempt to summarize or display student learning and communicate information about student progress and achievement.

Interpretation is not accurate

Conclusions are not meaningful or supported by data Does not provide hypotheses as to why the students did not meet the learning goals

Uses ongoing analysis of student learning to make instructional decisions.

Uses intermittent analysis of student learning to make instructional decisions.

Provides no evidence of using an analysis of student learning to make instructional

Revised Fall 2013 ACEI/NAEYC 2010 Standards

ACEI 4.0/NAEYC 3c Effective Instruction and Assessment ACEI 4.0/NAEYC 3c Effective Instruction and Assessment ACEI 4.0/NAEYC 3c Overall Rating Impact on Student Learning ACEI 4.0/NAEYC 3b

decisions. Identifies successful and unsuccessful activities and assessments Provides plausible reasons (based on theory or research) for both the success and lack thereof Identifies unsuccessful and successful activities , but not assessments or vice versa Provides plausible reasons to support why activities and assessments were either successful or not successful Does not identify successful or unsuccessful activities or assessments Does not provide reasons to support the success or nonsuccess of activities or assessments

Includes substantial evidence of the impact on student learning in terms of the number of students who achieved and made progress toward the learning outcomes

Includes adequate evidence of the impact on student learning in terms of numbers of students who achieved and made progress toward the learning outcomes

Includes incomplete or no evidence of the impact on student learning in terms of numbers of students who achieved and made progress toward learning outcomes

Clarity and Accuracy of Is easy to follow and contains no errors in Presentation/NAEYC 6b conventions or grammar usage. Reflection/Self Evaluation ACEI 5.1/NAEYC 4d
Reflects comprehensively on his or her instruction and student learning in order to improve teaching practice.

Is easy to follow and contains minimal errors in conventions or grammar usage.

Is easy to follow and contains numerous errors in conventions or grammar usage.

Reflects adequately on his or her instruction and student learning in order to improve teaching practice.

Reflects, but does not adequately support ways to improve teaching practice.

TOTAL

POINTS

Unacceptable/Developing (1)
Candidate demonstrates a limited amount of the attributes of the standard. Performance indicates that few competencies have been demonstrated.

Acceptable/Meets (2)
Candidate demonstrates most of the attributes of the standard. Performance indicates that the competency has been demonstrated including examples, extension, or enrichment.

Target/Exceeds (3)
Candidate demonstrates all of the attributes of the standard. Performance clearly indicates that the competency has been mastered, including examples, extension, and enrichment.

Revised Fall 2013 ACEI/NAEYC 2010 Standards