Jade Croghan Teacher Work Sample SP 17 1

JADE CROGHAN
Student Teaching Work Sample

Shepardson STEM Elementary School
Kindergarten
January 2016- May 2017
1 Jade Croghan Teacher Work Sample
Table of Contents
Setting and Context............................................................................................ 2
Fort Collins, Colorado............................................................................................. 2
Poudre School District.......................................................................................... 2
Shepardson Elementary.......................................................................................... 3
Shepardson Demographics..................................................................................3
Relationships and Peers....................................................................................... 4
Shepardson Conflict Management Solutions........................................................4
Shepardson Community Involvement..................................................................4
Unit Topic and Rationale.................................................................................... 5
Unit Objective........................................................................................................ 8
Goal.......................................................................................................................... 8
Standards............................................................................................................... 8
Assessment Tools............................................................................................... 14
Pre-Assessment Matrix.......................................................................................... 14
Observational Pre-Assessment.............................................................................. 15
Post Assessment Matrix......................................................................................... 15
Observational Post-Assessment.........................................................................16
Retell Story Sequence Post Assessment Data Sample...........................................17
Describing Text about Ocean Creature Post Assessment Data Sample.................17
Charts and Graphs of Student Data.......................................................................18
Instruction and Management Tools - Unit..................................................20
Instructional and Management Tools - Lessons.......................................23
Reflection.............................................................................................................. 46
References........................................................................................................... 49
Colorado State University College of Health and Human Sciences

Setting and Context
Fort Collins, Colorado

Shepardson STEM Elementary school is in the heart of south Fort Collins, a mid-sized city in
Colorado boasting a population of 161,000 (Fort Collins, Colorado, 2017). The community
surrounding Shepardson is one of inclusivity and abundant support. Physically the school is in a
suburban neighborhood just on the edge of the city, but is a school of choice in Fort Collins, so
they receive students from all around town. The Fort Collins communities poverty rate is at
5.5% for families, significantly lower than the 11.5% average in the state of Colorado in 2016
(Colorado Poverty, 2016). Racially the community of Fort Collins is 84% white, 3% African
American, .6% Native American, and 2% Asian, yielding little racial diversity (Fort Collins,
Colorado, 2017)
Fort Collins culture and atmosphere is often described as a relaxed and outdoorsy family
friendly town. It is located within an hours drive of Boulder and Denver, two major cities, as
well as Rocky Mountain National Park and many beautiful scenic locations. Colorado boasts 300
days of sunshine and in the winter, receives plenty of snow. Located in Fort Collins is one of
Colorados major universities, Colorado State University, and is known as a College Town.
Because of the great relationship between Fort Collins and Colorado State University, higher
education seeps into the Fort Collins community in most aspects. These factors make Fort
Collins a highly sought after town for young families looking to enjoy nature and academic
excellence.
Poudre School District

Poudre School District (PSD) is the public-school district for the greater Fort Collins area.
With 31 elementary schools in the district, there are plenty of options for families, and unique

instructional focuses such as STEM, International Baccalaureate, Bilingual/ Dual Language
Immersion, Core Knowledge, and Project-Based Learning.

Their mission is to Educate...Every Child, Every Day and hope that every child in the
district can learn, and develop into a successful adult. Their curriculum focuses on the whole
child and aligns expectations with that of the Colorado Academic Standards. PSD focuses on
promoting sustainability, safety, wellness, and technology education to all students through their
everyday curriculum (School Directory, 2016).
Shepardson Elementary
Shepardson Demographics
The demographic of the students at Shepardson Elementary closely mimics the greater
northern Colorado area. 85% of students grade K-5th identify as racially white, followed by 9%
Hispanic, 2% two or more, 1% Black or African American, and seven total Native American,
Asian, and Native Hawaiian students combined. That is an average of nine students of color per
grade level, or 14% of each grade. The gender split of Shepardson is equal, with 54% male and
45% female student body (Report STU602 printed by Dawnel Meyer). 22% of Shepardson
students qualify for Gifted Education Plans and 15% have learning challenges (Shepardson
STEM Elementary, 2017). In 2014-2015 24% of Shepardson students qualified for
Free/Reduced lunch, lower than the Poudre School District average of 35% (Poudre School
District Free and Reduced Lunch %, 2015).
Relationships and Peers

Shepardson believes in positive relationship through collaboration and positive role
modeling. Three programs in specific within the school allow students to have positive
relationships with each other and the community. Peer Mediation and STEM Buddies pairs up

4th and 5th grades with the younger students. Peer Mediation trains the 4th and 5th grades to
help mediate and supervise the younger grades during their recess time, teaching both the
mediators and the younger children how to play safely, build positive peer relationships, and
manage conflict effectively. STEM Buddies brings together older students and younger students
while they work on reading and math explorations. These programs help to build a strong
community within Shepardson and confident well-adjusted students.
Shepardson Conflict Management Solutions

When peers have a disagreement or a student makes a negative choice, they are often asked
to write up a stop and think. This is a developmentally appropriate way for students to reflect
on the negative behavior exhibited, think of the consequences, and determine a positive way to
handle the situation in the future. These stop and think worksheets are seen to be effective
forms of correcting behavior, and help the student think of the issue as a what happened, how
did it make an impact, what can I do to change it lenses, which promotes a growth mindset.
Shepardson Community Involvement

Students are given a multitude of resources when it comes to faculty support. Shepardson
believes in educating the whole child, so health and wellness are integrated into the curriculum.
Under that category falls positive peer relationships, healthy choices, mental health, and general
safety such as not touching guns. These lessons are delivered by a team of wellness staff that
include three in school counselors. There is also a strong belief that students with special needs
receive the assistance they need, while still providing a whole class experience. Another
important belief of Shepherdsons is that the parents, community members, and staff are all
integral parts of successful learning environments. The community is heavily involved with the
classrooms, and each class has on average two or three parent volunteers per week. Additionally,

Shepardson partners with local companies such as Otterbox to fund STEM projects such as derby
cars with 3D printed wheels, and other Makers Space projects. Many programs are involved
with Shepardson including, support dogs for literacy development, volunteer readers to tell
stories, and many explorations of community establishments.
Unit Topic and Rationale

When consulting with my mentor teacher we first decided on a unit that she felt was
dispensable in comparison to the others. We discussed how the weeklong unit beginning
February 20th was on a topic that is no longer part of the Colorado Standards. While presidents
and money are an important subject for students to learn about, I found a way to integrate a topic
of my own. I decided on a weeklong unit featuring oceans because of the several students who
expressed interest in ocean creatures. Additionally, the previous unit was on non-fiction
dinosaurs so we moved from creatures of the past, to creatures in the ocean. While the unit was
not particular to the time of the year, it fit into the abstract thinking about things we havent
seen that the dinosaur units utilized. Discussing the ocean can be difficult since we are in a land
locked state, but it never ceases to be fascinating to the students. I did not want to fully omit the
presidents and money unit, so I found ways to integrate parts of the money unit into my own.
With the help of my mentor teacher, I began piecing together the various lesson I would include
in my weeklong ocean unit.
The first area of my unit that I planned was the largest and broadest area of learning, the
centers. There are four centers, each of a different academic focus to promote interdisciplinary
learning. I decided on focusing my four centers on mathematics, science/engineering, literacy,
and literacy with art. These four subjects were applicable to the schools STEM philosophy, and

the demand for literacy instruction in kindergarten. I then moved on to planning the literacy time
centers. I picked two independent practice centers and three centers that required a little more
scaffolding. The students need the ability to learn independently as well as with scaffolding. This
also provides a time me to float around and work with the three scaffolding centers. The
independent practice literacy centers focused on ocean animals, and phonics development. After
working with my students, I recognized they were reading the initial sound and then guessing the
rest of the word. I found a computer game that was engaging and focused on reading the text
carefully enough to be able to recognize which character is saying the text correctly. For the
supported practice, the students worked on questioning techniques, and story writing as aligned
with the Lucy Calkins writing curriculum.
Personally, the topic of oceans and the creatures in it fascinates me. I think student have a
hard time, especially when they are from land locked areas, learning and appreciating the beauty
of the ocean. For my students, most of them grew up in Colorado and therefore have never been
to the ocean or beach. A select few have stories from their parents about ocean creatures, and
many have been to an aquarium, but have only a basic knowledge of what is in the ocean. The
idea that there is stuff out there that we havent seen yet helps to stretch their brains into
thinking outside themselves and their immediate surroundings. It is hard, even as an adult, to
push our brains to think abstractly about the world and the things we cannot see. Additionally,
being a STEM school, we encourage the students to explore and research the world around them,
and oceans makes up a large part of our world. We can readily integrate research methods and
problem based learning into an ocean unit. One of my students is absolutely fixated and
passionate about sea horses. He has had a difficult time engaging actively in school, and I hoped
this unit would help to encourage him to engage.

Unit Objective Goal Standards

Student recognize - Students can - Reading, Writing, and Communicating:
specifically pick
2 Dimensional and out what items o RWC 1.1:
3 Dimensional are 2D or 3D. 1.1.i: use new vocabulary t

- Students can directly taught through rea
create speaking, and listening.
something 3D
from something 1.1.j: Relate new vocabular
2D

- Students can knowledge.

describe what
- Math
makes
something 2D o Math 1.1
or 3D; the
characteristics 1.1.a: Use number names a
of each. sequence
1.1.c: Compare and instant

numbers.
o Math 4.1
4.1.a: Identify and describe
4.1.b: Analyze, compare, cr

compose shapes.
Students can write - Students can o RWC 1.1:
use proper
describing spelling and 1.1.a: Describe familiar peo
things, and events and, wit
sentences about a writing
and support, provide addit
mechanics to
subject. make a 1.1.b: Add drawings or othe
descriptive displays to descriptions as
piece of art. provide additional detail.
- Students can
think about and o RWC 2.3:
write about a
2.3.a: Demonstrate unders
non-present
the organization and basic
creature using
print.
their memory
and knowledge o RWC 3.1:
of ocean
creatures. 3.1.b: Use a combination of
dictating, and writing to co
informative/explanatory te
they name what they are w
and supply some informati
topic.
o RWC 3.2:
3.2.a: Demonstrate comma

conventions of standard En

grammar and usage when

speaking.
3.2.b: Demonstrate comma

capitalization, punctuation
spelling when writing.
- Visual Art
o VA 1.2:
1.2.b. Tell a story to explai

art.
o VA 2.1:
2.1.c: Create visual narrati
o VA 3.1:
3.1.d: use materials safely.
Students can use - Students can - Reading, Writing, and Communicating:

think of how a o RWC 1.1:
the scientific boat floats and 1.1.j: Relate new vocabular
method of how they can directly taught through rea
make a boat - Science:
prediction, float with more o Science 1.1:
observation, and weight. 1.1.a: Observe, investigate,
- Students will describe how different obje
revision.
observe and - Math
think about how o Math 4.1
they can 4.1.b: Analyze, compare, cr
improve their compose shapes.
work to float o Math 4.2
more ocean 4.2.a: Describe and compar
counters. measurable attributes
- Students will
analyze the
shape of their
boat and share
ideas of what
boat shapes

work the best.
Students can use - Students will - Reading, Writing, and Communicating:

use Wh- o RWC 1.1:
question words questions to 1.1.b: Add drawings or othe
and strategies. ask questions displays to descriptions as
that they can provide additional detail.
answer. o RWC 1.2:
- Students will 1.2.c: Ask and answer ques
make sure to order to seek help, get info
use proper clarify something that is n
punctuation, a understood.
question mark o RWC 2.3:
for a question, 2.3.a: Demonstrate unders
and a period for the organization and basic
an answer. print.
2.3.d: know and apply grad
phonics and word analysis
decoding words.
o RWC 3.2:
3.2.a: Demonstrate comma
grammar and usage when
speaking.
3.2.b: Demonstrate comma
capitalization, punctuation
spelling when writing.
Students can - Students will be - RWC 1.1:

able to retell
identify important the rainbow fish o 1.1.a: Describe familiar people, pla
and events and, with prompting an
parts and story using a
provide additional details.
beginning,
characteristics of middle, and o 1.1.b: Add drawings or other visua
books. end. descriptions as desired to provide a
- Students work detail.
on recall and
comprehension o 1.1.h: express words and word mea
of a text to encountered in books and conversa
understand.

- Students will be - RWC 1.2:

able to
o 1.2.d: Listen with comprehension t
determine what
step directions.
a moral is and
what the moral - RWC 2.1:
of a story could
be. o 2.1.a.ii: With prompting and suppo
familiar stories, including key deta
o 2.1.a.iii: With prompting and supp

characters, settings, and major eve
story.
- RWC 3.2:
o 3.2.a: Demonstrate command of th

conventions of standard English gr
usage when writing or speaking.
o 3.2.b: Demonstrate command of th

conventions of standard English ca
punctuation, and spelling when wr
Students will be Students can

- - RWC 1.1:
identify a
able to write perspective o 1.1.a: Describe familiar people, pla
opinion pieces they hold and
put it in writing.
- Students will be o 1.1.b: Add drawings or other visua
able to use descriptions as desired to provide a
examples to detail.
strengthen
their opinion - RWC 3.1:
and make it
o 3.1.a: use a combination of drawing
convincing.
and writing to compose opinion pie
- Students will
they tell a reader the topic or the n
write with
book the yare writing about and st
proper
opinion or preference about the top
mechanics to
transfer their - RWC 3.2:
opinions to
paper. o 3.2.a: Use a combination of drawin
and writing to compose opinion pie

they tell a reader the topic or the n

book they are writing about and st
opinion or preference about the top

Students can do - - Students will Math:

be able to - Math 1.1:
addition and recognize when
o 1.1.a: use number names and the c
subtraction to 10. a problem is an
sequence.
addition
problem or a o 1.1.b: Count to determine the num
subtraction objects.
problem.
- Students can o 1.1.c: Compare and instantly recog
accurately add numbers
or subtract to
- Math 1.2:
10 using
counters or o 1.2.a: Model and describe addition
other methods togethere and adding to, and subtr
taking apart and taking from, usin
drawings.
o 1.2.b: Fluently add and subtract w
o 1.2.c: Compose and decompose num

to gain foundations for place value
objects and drawings.
Students will be - Students can - Reading, Writing, and Communicating 1.1

use proper
able to write and grammar and o 1.1.a: Describe familiar people, pla
add related images brave
spelling to
to their writing write text in o 1.1.b: Add drawings or other visua
sentence form. descriptions as desired to provide a
- Student can use details.
images that
relate or tell o 1.1.j: Relate new vocabulary to prio

the story of knowledge.

their text.
- Students can - Reading, Writing, and Communicating 2.2
write inventive o 2.2.c.i: With prompting and suppor
sentences the relationship between illustrati
about a specific text in which they appear.
given topic
(oceans). - Reading, Writing, and Communicating 2.3
o 2.3.a: Demonstrate understanding

organization and basic features of
o 2.3.b: Demonstrate understanding

words, syllables, and sounds (phon
- Reading, Writing, and Communicating 3.1
o 3.1.b: Use a combination of drawin

and writing to compose
informative/explanatory texts in w
name what they are writing about
some information about the topic.
o 3.1.c: Use a combination of drawin

and writing to narrate a single eve
loosely linked events, tell about th
the order in which they occurred, a
reaction to what happened.


- Visual Arts 1.2
o 1.2.b: Tell a story to explain works
- Visual Arts 2.1:
o 2.1.b: Articulate personal stories fr

art.
o 2.1.c: Create visual narratives.
- Visual Arts 3.1:
o 3.1.d: Use materials safely.
Rapid recognition - Students can - Mathematics 1.1:

identify lower
and decoding of case letters o 1.1.c: Compare and instantly recog
numbers
lowercase words rapidly and re-
write them
and sentences. accurately.
- Students can o 2.3.a: Demonstrate understanding

match letters to organization and basic features of
numbers
o 2.3.b: Demonstrate understanding
(predetermined
in a code
format) and o 2.3.c: Determine or clarify the mea
correctly place unknown and multiple-meaning w
the phrases based on kindergarten rea
corresponding content.
letter in each
box. o 2.3.d: Know and apply grade-level
- Students can word analysis skills in decoding wo
read carefully
o 2.3.e: Read emergent-reader texts
to decode what
and understanding.
the buried
ocean message - Reading, Writing, and Communicating 3.2
is.


Students can read - Students can - Reading, Writing, and Communicating 1.2
listen and read
and listen carefully the given o 1.2.d: Listen with comprehension t
step directions.
to determine the answer
carefully to
meaning of a word. recognize what
they are looking o 2.3.a: Demonstrate understanding

for. organization and basic features of
- Students can
o 2.3.d: Demonstrate understanding
listen to
different
options of
answers
carefully
enough to
determine
which one
matches the
written text.
Students can - Students will Medial Sounds Cards:
use the image - Reading, Writing, and Communicating
stretch words to to determine
o 1.3.d: Blend sounds orally to m
find missing what the word
syllable words.
is and sound it
sounds and out slowly to 1.3.e: Segment one-syllable words into sou
meaning. figure out what
sound is
missing in the
word.
Assessment Tools

Pre-Assessment Matrix
A.K. A.Y. A.F. B.K. B.D Scoring

C.R. D.JGuide
D.G G.L. G.P. G.R H.S. L.A. L.H. L. S.B. S.T T.R. T.W
1= Developing . 2= Emergent . . 3=Proficient .4= Mastery S. .
Retell of story
in sequence 2 3 1 3 2 1 2 2 1 2 3 2 4 x 1 1 2 2 3
of events
Formulate
opinion and 2 4 1 3 1 1 3 3 1 3 3 3 3 x 2 2 3 2 2
using the
word
because to
rationalize
Recognizing
3D vs. 2D and 3 4 4 4 3 3 2 3 1 3 4 3 4 x 3 2 3 3 3
map vs. globe
Write
describing 2 3 2 3 2 1 2 2 1 2 3 2 3 x 2 2 2 2 2
text about a
non-present
creature.
Use the
scientific 2 3 2 3 2 2 2 2 1 2 3 2 4 x 2 2 3 3 3
method of
trial and
improvement
in
engineering
Write
questions 2 3 1 2 2 1 1 1 1 2 3 1 3 2 1 1 3 2 2
with a Wh-
word, proper
end
punctuation,
and ability to
answer
question
Work
collaborativel 3 2 2 4 2 2 2 2 3 3 3 3 3 4 3 3 3 3 4
y and
recognize
parts of
ocean
creatures
Write using
the blend 2 2 1 1 2 2 1 1 1 2 3 2 2 2 2 2 2 2 2
sh sound
Recognize
what a moral 2 3 2 3 2 2 2 2 1 2 3 2 3 2 2 2 2 2 2
is and
connect a
moral to their
actions
Use smaller
images to 3 4 2 3 3 2 3 3 2 3 4 3 4 2 3 3 3 3 3
create a
scene that
has matching
written text
(story)
Stretch out
words to hear 3 3 1 2 3 2 2 2 1 2 2 3 3 3 2 1 3 2 3
all the sounds
in the onset,
medial, and
rime of words
Rapidly
recognize and 1 3 1 3 3 3 2 1 2 3 3 2 4 3 2 2 3 2 2
decoded
numbers 1-26
and lower
case letters,
read
unfamiliar
texts
Understand
subtraction of 2 2 1 2 2 2 2 2 1 2 2 2 3 3 2 2 2 2 2
variables up
to 10
A.K. A.Y. A.F. B.K. B.D C.R. D.J D.G G.L. G.P. G.R H.S. L.A. L.H. L. S.B. S.T T.R. T.W
. . . . S. .

Observational Pre-Assessment
Coin recognition (penny, quarter, nickel, dime) and amount:
o Student X was able to recognize the penny and amount that one penny equaled,
but was unable to further describe what a quarter, nickel, or dime was.
o When prompted to pick out the penny student X picked the smallest in size (the
dime).
o Student X was able to pick out penny and quarter, but struggled with nickel vs.
dime. He was also able to name the amounts of the penny and the nickel.
o Overall, the class has had little exposure to coins and value, the ones that
recognized the coins at pre-assessment were ones that had learned it at home.
Pre-assessment matrix is composed with the content goals listed along the y-axis and the
individual student identifier along the x-axis. Each student was given a score from 1
(developing) to 4 (mastery) through observational and formal assessment of produced work. For
observational assessment, students are observed in previous units and an understanding of the
individual abilities are noted. Work from the students before the unit was noted and provided a
baseline or pre-assessment for everyone.
Post Assessment Matrix
A.K. A.Y. A.F. B.K. B.D Scoring

C.R. D.JGuide
D.G G.L. G.P. G.R H.S. L.A. L.H. L. S.B. S.T T.R. T.W
1= Developing . 2= Emergent . . 3=Proficient .4= Mastery S. .
Retell of story
in sequence 3 4 2 3 2 1 3 3 1 3 4 3 4 x 2 2 3 3 4
of events
Formulate
opinion and 3 3 2 3 3 2 3 3 2 3 4 3 4 x 3 2 4 4 3
using the
word
because to
rationalize
Recognizing
3D vs. 2D and 4 4 4 4 4 4 4 3 2 4 4 4 4 x 4 3 4 4 4
map vs. globe
Write
describing 4 4 2 3 2 2 3 3 2 3 3 2 3 x 3 2 3 3 3
text about a
non-present
creature.
Use the
scientific 3 4 3 4 3 3 4 4 3 4 4 4 4 x 4 4 3 4 4
method of
trial and
improvement
in
engineering

Write
questions 4 4 2 3 3 2 3 3 2 4 4 3 4 3 3 2 4 3 4
with a Wh-
word, proper
end
punctuation,
and ability to
answer
question
Work
collaborativel 4 4 3 4 3 2 3 3 4 4 4 4 4 4 4 3 3 3 4
y and
recognize
parts of
ocean
creatures
Write using
the blend 3 4 3 3 3 3 4 4 4 3 4 3 4 3 3 4 4 4 4
sh sound
Recognize
what a moral 4 4 3 4 4 3 3 3 2 3 4 3 4 3 3 4 4 3 4
is and
connect a
moral to their
actions
Use smaller
images to 4 4 4 3 2 4 3 2 3 4 4 4 4 3 4 3 4 4 4
create a
scene that
has matching
written text
(story)
Stretch out
words to hear 3 4 2 3 3 2 3 3 1 3 4 3 4 4 3 2 4 4 4
all the sounds
in the onset,
medial, and
rime of words
Rapidly
recognize and 3 4 3 4 4 4 3 3 2 4 4 3 4 4 3 3 4 4 4
decoded
numbers 1-26
and lower
case letters,
read
unfamiliar
texts
Understand
subtraction of 4 4 3 4 4 4 3 3 2 4 4 4 4 4 3 3 4 4 4
variables up
to 10
A.K. A.Y. A.F. B.K. B.D C.R. D.J D.G G.L. G.P. G.R H.S. L.A. L.H. L. S.B. S.T T.R. T.W
. . . . S. .
Observational Post-Assessment
- Coin recognition (penny, quarter, nickel, dime) and amount:
o After brief guided practice two students could play the fishing game with an adult
there. They would catch the fish, say the number, then ask for that coin (a 1 fish is
a penny). They would receive the coin only after indicating what the coin name
was and what number. Two of the four I worked with individually could recognize
the coins and amounts with little error.
o Student X was struggling with the quarter amount, but could recognize and ask
for the other coin types.
o In passing a student could name and recognize the different coins, when
previously he was only able to indicate the penny.

Retell Story Sequence Post Assessment Data Sample
Emergent Mastery Proficient
Assessment Data and Analysis
Describing Text about Ocean Creature Post Assessment Data Sample
Emergent Mastery Proficient

Charts and Graphs of Student Data
Average Scores for Goals*

4
3.5
3
2.5
2
1.5
1
0.5
0
Pre-Assessment Post-Assessment
Graph 1
Amount of Growth from Pre to Post Assessment*
1.75
1.7
1.5
1.3
1.24
1.2
Axis Title
0.85
0.75
0.7 0.7
0.65 0.65
0.55
*Data for one student as left out of the calculators due to extended
absence as indicated with an X in the individual assessments graphs.
Growth
Graph 2

Individual Student Analysis
When looking at the individual work of each student at pre and post assessment the
trends and feel of understating for each students is roughly similar. There a few students who
were in need of extension or modification in their lessons, but a majority of the class were
around the same understanding level. At pre assessment, most students were either emergent or
proficient in the objectives of each lesson. At the post assessment, nearly all the class was at a
proficient or mastery understanding. These trends were not true for a few students who showed
either no growth or minimal growth in a couple of objectives.
Whole Class Data Trends
The data shown above is a comprehensive compilation of the data from the students work
during the unit. Graph 1 shows the students before and after scores of each lesson, while Graph 2
shows the overall growth between the pre and post assessments. From Graph 1 shows, that the
lesson objective that the students had mastered the most at pre-assessment were the 2D to 3D
globes, Ocean puzzles, and Ocean stencils. The objectives from these lessons were nearly all
across proficient before the lesson. Of those three however, the lesson that showed high levels
understanding at post assessment was the 2D to 3D globes. If you look at Graph 2 however, you
will notice that the three lessons that showed the most growth from pre assessment to post
assessment were the Wh- questions, the sh blend writing, and the subtraction of variables to
10. These lessons high levels of understanding at post assessment, even when there were lower
levels at pre assessment. The one outlier that was excluded from the graphs was student L.H.
because of extended absences from the lessons, therefore resulting in missing data for some
lessons.

Instruction and Management Tools - Unit

Sequence and Organization of Unit
This unit is based around the oceans and the creatures that live in it. From that starting
point, I worked on using backwards design to first write my goals and objectives for this unit.
This unit was planned as a weeklong unit and therefore the primary focus was in the center time
rotations, as they offer the most instruction time. There were four centers to plan for the week.
For these centers, I wanted to focus each individual center on a different competency which were
math, science/engineering, literacy, and visual arts to provide a well-rounded unit. After
sketching out the main competencies, I delved into the Colorado standards for kindergarten, and
using my prior knowledge of where my students are and where they should be, picked a few
main standards within each competency to focus on.
Each center had at least two main standards they were targeting from at least two
competencies within the Colorado Standards. After determining where I wanted my students to
be at the end of the unit academically, I began to figure out what activity centers I could use to be
both engaging and teach the chosen skills.
Literacy centers were planned using the same method of backward design, starting with
the desired outcome, and working backwards to find an activity that will meet that outcome. I
noticed the students having difficulty with sounding out and stretching their sentences so that
was the focus of a few of the literacy centers. The other literacy centers encouraged sentence
structure, brave spelling, and text to picture correspondence, all of which are critical to the
current and next bend of the Lucy Calkins curriculum. The writing block of this unit was a little
more sequential. I wanted the students to begin the introduction into opinion writing at the

beginning of the week, as scheduled by the Lucy Calkins curriculum. Following that I wanted to
refresh the students on retelling of a story and comprehension, and then practice sounding out
and stretching words last.
Each of the lessons within my unit built off one another and complemented each other.
For example, at one literacy center we had missing letter sound cards, which complemented the
visual arts fish description center and the writing lessons. This was intentional to provide an
intra-unit flow. But it was also important to me that each unit flowed into the next one, so I
worked at both activating prior units, and laying down foundations for future units. An example
of this is the two dimensional to three-dimensional map to globe activity; it activated prior
knowledge from a 3D dinosaur activity we did the week before. The question and answer writing
during centers built a foundation for the story writing we do towards the end of the year in the
fairy tale unit.
Integration of Technology and Numeracy into Unit
Technology:
I integrated technology into the lessons during rest time by showing them live video feed
of different aquariums and oceans. We could see sharks swimming in California and talk about
the different fish and creatures that we saw. During literacy centers in the form of an electric
company game. This game allowed students to select the correct verbal sentence to the written
one using a basic point and click method.
Numeracy:
This past year Shepardson implemented a new math curriculum called enVisions.
Because of curriculum efficacy we carried out the enVision lessons as instructed, but I also found

ways to integrate it into other aspects of the day. We talked about shapes and amount during our
centers at the map to globe and floating boat centers, and at the buried ocean message literacy
center we worked on rapid recognition of numbers 1-26.
Instructional Strategies
The students engaged in a collaborative piece where they learned together how to make
the boats float and hold more sea animals. While each project was individual, the students
worked together to figure out what boat shapes float better, and each refined their own boat.
Because they could observe and share their findings with each other, they shared in successful
learning.
Learning centers with an integrated mastery learning aspect is another important
instructional strategy that I utilize. Learning centers offer an exploratory and educational
experience for younger students, where lecture is often developmentally inappropriate. Learning
centers offers the student a chance to play and learn from hands on manipulations, and by using
mastery learning strategies students are challenged but supported through the process. Mastery
learning is important to include in any form of lesson, because it allows me to check in with each
student and offer differentiation to each individual if needed.
I always make sure to utilize a multiple intelligences approach to all my instruction, but
found it particularly relevant in my mathematics instruction. During our math lessons, I made
sure to introduce the topic of subtraction verbally as well as visually. The student each had their
own text to work from and could physically engage with the material. If I noticed the student
needing additional support we worked on using fingers for subtraction, or cubes for
representation. Flexibility in instruction method is key to an exceptional educator.

Instructional and Management Tools - Lessons
Teacher: Jade Croghan Date: 2/7/2017
School/Grade Level: Shepardson Elementary Kindergarten Content Area: Oceans
Title: Oceans Center Rotations Lesson #:_4_ of _4_
Content Standard(s) addressed by this lesson:
Fish Mural (Visual Art Focus):
- Reading, Writing, and Communicating

o RWC 1.1:
1.1.a: Describe familiar people, places, things, and events and, with prompting and support,
1.1.b: Add drawings or other visual displays to descriptions as desired to provide additional
detail.
o RWC 2.3:
2.3.a: Demonstrate understanding of the organization and basic features of print.
o RWC 3.1:
3.1.b: Use a combination of drawing, dictating, and writing to compose informative/explanatory
text in which they name what they are writing about and supply some information about the
topic.
o RWC 3.2:
3.2.a: Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
3.2.b: Demonstrate command of the conventions of standard English capitalization, punctuation,
and spelling when writing.
- Visual Art
o VA 1.2:
1.2.b. Tell a story to explain works of art.
o VA 2.1:
2.1.c: Create visual narratives.
o VA 3.1:
3.1.d: use materials safely.
2D and 3D Earth/ Oceans (Math Focus):
- Reading, Writing, and Communicating:

o RWC 1.1:
1.1.i: use new vocabulary that is directly taught through reading, speaking, and listening.

1.1.j: Relate new vocabulary to prior knowledge.

- Math
o Math 1.1
1.1.a: Use number names and the count sequence
1.1.c: Compare and instantly recognize numbers.
o Math 4.1
4.1.a: Identify and describe shapes
4.1.b: Analyze, compare, create, and compose shapes.
-
Floating Boats (Science Focus):

o RWC 1.1:
1.1.j: Relate new vocabulary that is directly taught through reading.
- Science:
o Science 1.1:
1.1.a: Observe, investigate, and describe how different objects move.
- Math
o Math 4.1
4.1.b: Analyze, compare, create, and compose shapes.
o Math 4.2
4.2.a: Describe and compare measurable attributes
Question and Answer Ocean book (Literacy Focus):

o RWC 1.1:
1.1.b: Add drawings or other visual displays to descriptions as desired to provide additional
detail.
o RWC 1.2:
1.2.c: Ask and answer questions in order to seek help, get information, or clarify something that
is not understood.
o RWC 2.3:
2.3.a: Demonstrate understanding of the organization and basic features of print.
2.3.d: know and apply grade-level phonics and word analysis skills in decoding words.
o RWC 3.2:
3.2.a: Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
3.2.b: Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
Understandings: (Big Ideas)
- Students can reference an image to create their own image, and use adjectives to describe
the image they created.
- We can use adjectives to describe the characteristics of people, places, and things.

2D and 3D Earth/ Oceans (Math Focus):
- Students will understand how a two dimensional object can turn into a three dimensional
object.
- Students will have a basic understanding of where the oceans in our world are, and where
they are located.
- Students can turn one object into another using their prior knowledge of objects shape and
their imagination.
- Make predictions about what we think will happen before we conduct an experiment.
- Associate weight and amount (five pencils is heavier than one pencil, but lighter than
four marbles.)
Question and Answer Ocean book (Literacy Focus):
- Questions and answers can be posed in text.
- There is a difference between the way a question is written and the way an answer is
written (use of wh-words and end punctuation).
Inquiry Questions:
(Essential questions relating knowledge at end of the unit of instruction, select applicable questions
from standard)
-How does a person think in pictures?
2D and 3D Earth/Oceans (Math Focus):
- How are these shapes alike? How are they different?
- What indicates which object will be easier or harder to move?
Question and Answer Ocean Book (Literacy Focus):
- Why are the sounds and letters in words important?

- How do the illustrations help you figure out the meaning of the text?
- How do people decided on a question to share and ask?

Evidence Outcomes: (Learning Targets)
Every student will be able to: (Create your own lesson objectives from the standard, follow the
ABCD format, using student voice)
- Students will be able to use multimedia formats to create a mural of a sea creature and
write a description of their sea creature.
o I can use multiple mediums to create an image and tell about it.
o This means I know how to manipulate multiple forms of art and am able to write
a description of my art.
- Students will recognize that a 2D shape can be made into a 3D shape, and that our earth
is 3D but often represented in 2D maps.
o I can turn a 2D map of the world into a 3D globe of the world.
o This means I understand that while the world is often represented as a map in
2D, our world is a 3D shape known as a globe.
- Students will understand what makes an object more or less buoyant (larger surface
area) and able to carry more counters, and use the process of trial and improvement.
o I can make a small boat that can carry multiple counters.
o This means I understand the basics of buoyancy and know how to use trial and
error to improve my experiments.
- Students will be able to compose a series of questions and answers about their knowledge
of oceans and ocean creatures with proper question and answer mechanics.
o I can compose a question and answer my question in writing.
o This means I understand what a question looks like, and how to answer it.
Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify
your level of achievement)
Fish Murals
Overall I think the fish mural project went well. The students expanded their projects to
creatures besides just fish (including scuba divers and mermaids!) which was great practice for their
brain stretching. The writing piece I was a little more disappointed in because I was hoping for two
solid sentences for my students, and more for the higher students. The sentences were less of a focus
it seemed and instead they focused more on the construction of their art project. I think next time to
emphasize the writing and literacy aspect of the project I would pre-make the fish mural frames and
use a paper with a 1) ______. 2)__________. style format so they know what is expected. They did a
wonderful job exploring the use of crayon on watercolor and reached all the objectives for their visual
art standards.
2D/3D Globes
This project was successful and the students gained a strong understanding of what 2D means and
what 3D means as well as how a 2D object turns into a 3D one. I would not teach this any different,
as all the objectives were achieved. The only think I would change is how specific I made the
instructions for ordering on the carpet, then poking a hole, then putting pipe cleaner through.
Floating Boats
Not only did the students have fun at this independent center, they could determine what made a
boat float and what made a boat hold more counters than others. They worked collaboratively to
refine their boats and were successful in learning all the objective points.
Ocean Question and Answer Books
The students found this activity engaging and interesting. One think I think I could have taught
better was the question words. I predicted that the students would be able to write questions, as they
had a strong understanding of the wh- questions. It seemed that once combined with the formulation
of a sentence and answer, it became a little difficult. They were able to write questions and answer
with a little guidance, but produced strong writing samples.
2. What changes, omissions, or additions to the lesson would you make if you were to
teach again?
Fish Murals
- Pre-make the fish mural frames with the cellophane and paper plates
- Type up a format for their writing about the creatures (1 and 2 format)

- Trace the size of the paper they draw on as opposed to allow them the use the whole page
because some of their images got cut off when we glued the plates on the images.
2D/3D globes
- Emphasize the numbers 1-12 so students can put them in order easily.
- Describe how they will string their papers into the globe better (you want it to look like a
curve or a smile, through the top, then out the bottom).
Floating Boats
- I would make sure the students kept count of how many fish they had and maybe make a
score chart for all students to see.
- Put up pictures of different boat designs so they can mimic them and determine which
ones work best in floating function and holding function and vote on which one they think
works the best.
Ocean Question and Answer Books
- Post Wh- questions for them to use as a reference in the books

- If given time, pre-make the flip books somehow.
3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)
I think in all areas the students have a strong understanding. The only think I would
do for our next lesson is build off these developed understandings and do quick
reteaches.

Planned Lesson Activities
Anticipatory Set This week we will be learning a little bit about the oceans and the creatures that live
The hook to grab students attention. These are actions and
in the oceans. In Colorado, we do not have oceans, but oceans connect us across the
statements by the teacher to relate the experiences of the
students to the objectives of the lesson, To put students into a world! Oceans are a largely unexplored area of the world, and every year we find new
receptive frame of mind. creatures in the depths of the ocean.
To focus student attention on the lesson.
To create an organizing framework for the ideas,
principles, or information that is to follow (advanced
organizers)
An anticipatory set is used any time a different activity or new

concept is to be introduced.
Procedures Teacher Actions Student Actions

(Include a play-by-play account of what students 1) Teacher models the centers and 1) Students listen to teacher input
and teacher will do from the minute they arrive to desired results of students. and modeling of centers.
the minute they leave your classroom. Indicate the 2) Learning objectives and goals are 2) Individual practice of designated
length of each segment of the lesson. List actual
stated for students to reach for. center.
minutes.)
3) Teacher uses questioning 3) Student checks in with teacher to
Indicate whether each is:
strategies to activate prior show understanding and
-teacher input
knowledge about subjects and achievement of goals.
-modeling
connect them to current tasks 4) After individual practice student
-questioning strategies
and goals. applies their knowledge in the
-guided/unguided:
4) Teacher floats around classroom form of free play until the next
-whole-class practice
-group practice monitoring and offering activity.
-individual practice assistance to all students during
-check for understanding their individual practice.
-other 5) Teacher checks for understanding
and achievement after student
has finished individual practice.
Closure Oceans are a mystical and watery part of our world. Even though we are in
Those actions or statements by a teacher that are designed to

bring a lesson presentation to an appropriate conclusion. Used Colorado, a land locked state, we can still recognize and appreciate all the diversity of
to help students bring things together in their own minds, to
make sense out of what has just been taught. Any Questions?
creatures in the ocean. The ocean itself is a wonder, and every day we continue to
No. OK, lets move on is not closure. Closure is used: explore it. Next time you go to the ocean, maybe you can see one of its magnificent
To cue students to the fact that they have arrived at
creatures and play in the expanse of water.
an important point in the lesson or the end of a lesson.
To help organize student learning
To help form a coherent picture and to consolidate.
Differentiation Fish Mural (Visual Art Focus):

To modify: If the activity is too advanced for a
child, how will you modify it so that they can be Modification: Student will be prompted to use watercolor to mimic the ocean
successful? waters, and use of questioning strategies to help the student identify what ocean
To extend: If the activity is too easy for a child, animal they want to draw. Including descriptor word cards will aid in their writing
how will you extend it to develop their emerging about their creature.
skills? Extension: Students who need extension will be asked to compose a lengthier
description of their creature, and include facts they know about said creature. They
will be asked to look back at their work and think about what they can add
(background, setting, food source, predators) and revise about their text and image.
Modification: Teacher models how a 2D representation turns into our 3D globe

(a sphere). Teacher prompts student to count the strips and assists them in placing
them in order on the pipe cleaner.
Extension: Students can mark where in the world they live after they have
viewed the fully assembled globe and point out places they may know in the world
and label the oceans using a map (or globe) as a reference.
Modification: Teacher will assist in showing how to make a basic boat form, and
question the student about what they can try to make their boats hold more
counters.

Extension: Students will think about what they can do to make their boat more
buoyant, and prompted to think about what made certain items sink and float and
how you could add that to their boat.
Modification: Students will be prompted with what a questioning sentence

starts why (wh- words) and reminded about what goes at the end of a sentence (?).
Teachers can discuss with student about what they know about the ocean and how to
turn that into a question.
Extension: Students will be asked to provide more complex questions about
more than physical characteristics of ocean animals (what eats krill? What lives in
an anemone?) to produce higher level thinking about what they know and how to
make it a question.
Assessment
How will you know if students met the learning Fish Mural (Visual Art Focus): Students will have a finished product with an
targets? Write a description of what you were ocean creature represented in multimedia, and a minimum of two properly written
looking for in each assessment. sentences that describe their image.
2D and 3D Earth/Oceans (Math Focus): Students will be able to verbally

describe how their 2D map turned into a 3D globe and identify which one is how our
earth is actually shaped (flat or round).
Students will successfully have completed a boat out of foil and modified it at least
once to hold more ocean animals. Student can describe what changes they made,
how many it held, and why they think their second try was better (or not).
Students will have a completed ocean book with a minimum of 3 pages (depending
on modification) of questions with a wh- beginning and a question mark end

punctuation. Upon review of their work, the answers in their book should match the
question being asked on each page.

35 STEPP Lesson Plan Form
Title: Oceans Math (EnVisions) Lesson #:_4_ of _4_
Math:
- Math 1.1:
o 1.1.a: use number names and the count sequence.
o 1.1.b: Count to determine the number of objects.
o 1.1.c: Compare and instantly recognize numbers
- Math 1.2:
o 1.2.a: Model and describe addition as putting together and adding to, and subtraction as taking apart and taking from,
using objects or drawings.
o 1.2.b: Fluently add and subtract within 5.
o 1.2.c: Compose and decompose numbers 11-19 to gain foundations for place value using objects and drawings.
- Addition is adding together and Subtraction is taking apart.

- Addition and subtraction are similar and tend to be composed of the same numbers in a
pattern.
Inquiry Questions:
from standard)
- Why do we count things?

- How do you know when you have more or less?
- What happens when two quantities are combined?
- What happens when a set of objects is separated into different sets?
Colorado State University College of Health and Human Sciences Page 35

Every student will be able to fluently add and subtract depending on the question being asked.
- I can: add or subtract when presented with a problem verbally or visually.

- This means: I have a strong understanding of numbers under 10, recognize what addition
and subtraction look like, and can solve an addition or subtraction problem with ease.
The objectives were all achieved in this units math lessons. The students performed well on their
assessment of objectives.
teach again?
I would not change too much from these lessons as they come from a text that, when done with
validity, has tested to be highly efficacious. The only thing I might do is provide counters more
readily for the students to use if they need them.
The next lesson I would teach is a continued practice piece, using larger numbers and switching
between addition and subtraction. This would be to promote mastery of the subject and allow for a
solid foundation for future mathematics lessons.

Anticipatory Set Now its time to get our math brains on and practice adding and subtracting! We
The hook to grab students attention. These are actions and know how to add and subtract, but sometimes its hard to figure out when we need to
students to the objectives of the lesson, To put students into a
add or subtract in a problem. We are going to dive deep into what words can help us
receptive frame of mind. figure out if it is an addition or subtraction problem.
To create an organizing framework for the ideas,
principles, or information that is to follow (advanced
organizers)
An anticipatory set is used any time a different activity or new

concept is to be introduced.

(Include a play-by-play account of what 6) Teacher introduces the topic of 5) Students listen to teacher input
students and teacher will do from the minute each lesson (8.1, 8.2 etc.) and modeling of math concepts.
they arrive to the minute they leave your 7) Teacher walks through the first 6) Active participation in answering
classroom. Indicate the length of each practice page with the students and solving with the class during
segment of the lesson. List actual minutes.) and asks for participation. whole group instruction.
Indicate whether each is: 8) Students and teacher watch the 7) Student participates in
Solve and Share and share out independent practice, answering
-teacher input
what they found. the following 4-8 questions with
-modeling
9) Teacher floats around classroom accuracy and effort.
monitoring and offering 8) Student checks in with teacher to
-guided/unguided:
assistance to all students during show understanding and
their individual practice. achievement of goals.
-group practice 10) Students that are struggling are
-individual practice pulled to work in a small group
-check for understanding with the teacher where prompts
-other can be read several times and
additional assistance can be
given.
11) Student work is reviewed before
they are allowed to pack up and

get ready for dismissal.
Closure Addition and subtraction are tools you will use today, tomorrow, and every day for the
Those actions or statements by a teacher that are designed to rest of your life! It is helpful to be able to understand how many more or less we
bring a lesson presentation to an appropriate conclusion. Used
would need in any instance. Did you know college students use addition and
make sense out of what has just been taught. Any Questions? subtraction every day? I cant believe kindergartners are working on the same math as
No. OK, lets move on is not closure. Closure is used: college students!
Differentiation
To modify: If the activity is too advanced for Math:
a child, how will you modify it so that they Modification: Students who are struggling are asked to sit in a group with the
can be successful? teacher. With individualized attention the students are given extra help with
To extend: If the activity is too easy for a understanding of the concepts. Often manipulatives are then used with the students
child, how will you extend it to develop their to help further solidify the information.
emerging skills?
Extension: Students who need extension are given the opportunity to complete
extra pages in the work book for further practice of mastery.
Assessment
How will you know if students met the Math: Dependent on the individual lesson, students should show an understanding
learning targets? Write a description of what of the concept and difference between addition and subtraction. This is seen by a
you were looking for in each assessment. students direct understanding through independent application, or comprehension
with prompting.

Title: Ocean Week Writing Lesson #:_1/2_ of _2_
Rainbow Fish Retell:
Reading, Writing, and Composing:
- RWC 1.1:
o 1.1.a: Describe familiar people, places, things, and events and, with prompting and support, provide additional details.
o 1.1.b: Add drawings or other visual displays to descriptions as desired to provide additional detail.
o 1.1.h: express words and word meanings as encountered in books and conversations.
- RWC 1.2:
o 1.2.d: Listen with comprehension to follow two-step directions.
- RWC 2.1:
o 2.1.a.ii: With prompting and support, retell familiar stories, including key details.
o 2.1.a.iii: With prompting and support, identify characters, settings, and major events in a story.
- RWC 3.2:
o 3.2.a: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
o 3.2.b: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
writing.
Ocean Creature Opinion Piece:
Reading, Writing, and Composing:
- RWC 1.1:
o 1.1.a: Describe familiar people, places, things, and events and, with prompting and support, provide additional details.
o 1.1.b: Add drawings or other visual displays ot descriptions as desired to provide additional detail.
- RWC 3.1:
o 3.1.a: use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic
or the name of the book the yare writing about and state an opinion or preference about the topic or book.
- RWC 3.2:
o 3.2.a: Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic
or the name of the book they are writing about and state an opinion or preference about the topic or book.
writing.
Rainbow Fish Retell:

- Comprehension means remembering what happened in a text. It is important to listen
carefully and make connections to help with understanding. Stories have beginnings,
middles, and endings.
Ocean Creature Opinion Piece:
- People write about their opinions. This means they write about what they think or believe
and why they think or believe their opinion is good. In order to write an opinion piece one
must have good knowledge of the subject.
Inquiry Questions:
from standard)
- How does a sentence begin and end?

- How does a writer show that one sentence ends and another begins?
- What happened in this story?
Rainbow Fish Retell
Every student will be able to retell the rainbow fish story in three parts, the beginning, middle and,
the end.
- I can: remember Rainbow Fish to retell the stories beginning, middle, and end.
- This means: I understand and use my comprehension of text to recall the story Rainbow
Fish. I can listen carefully and remember the different parts and put it into my own words.
Ocean Animal Opinion Piece:
Every student will be able to write about what their favorite ocean creature and use the sight word
because to describe why that creature is their favorite in their opinion.
I can: Write about my favorite ocean creature using the sight word because to convey the
reason it is my favorite.
This means: I am able to think about what type of creatures lives in the ocean and pick one
that is my favorite and describe why using the word because.

The students seemed to really understand the point of a opinion piece as well as writing a beginning
middle and end. The beginning middle and end was a continued practice from earlier in the year
when they identified those, but I think it really helped to reteach for mastery. The opinion piece was
new to them and part of our curriculum. They struggled a little bit with the act of writing the
opinions but understood the purpose and format.
teach again?
I would work on the opinion piece in more depth. I recognize that I should have broken down the
parts of an opinion piece first before jumping into how to write an opinion piece. The students did
struggle a little bit with the writing aspect of it so I hope to extend the lesson beyond a few days
practice for next year.
The next lesson I would do si a reteach and continued practice of the opinion piece writing. I want to
break down the opinion writing further for them and show them systematically how to transfer their
ideas into a written piece. For continued practice, I think it would be fun for them to write their own
opinion pieces regarding a topic. For the retell I want to do a continued practice where they pick a
text, read it, then write a beginning middle and end piece. Each student will receive a different text.

Anticipatory Set We are learning about Oceans and the creatures that live in it this week! For writing
The hook to grab students attention. These are we will be working on a few special projects, one you will get to write and convince us
actions and statements by the teacher to relate the why your favorite ocean creature is the best on in the ocean. For this project, we are
experiences of the students to the objectives of the lesson,
going to use a new sight word because so that we can tell why this creature is our
To put students into a receptive frame of mind.
favorite.
To create an organizing framework for the
ideas, principles, or information that is to Today we are reading a book called Rainbow Fish, how many of you have read this
follow (advanced organizers) before? Today we are going to write our own version of Rainbow Fish and I want you
to listen carefully with comprehension. This means that while we are listening very
An anticipatory set is used any time a different activity
or new concept is to be introduced. carefully we are understanding what is happening and will be able to retell the
story. So let us listen carefully and see if we can work on our comprehension!
(Include a play-by-play account of what 12) Teacher introduces the text/ 9) Students listen to teacher input
purpose of the activity. Discusses and modeling of the Rainbow
students and teacher will do from the
comprehension and what a retell Fish text and writing about
minute they arrive to the minute they
is. Discusses what an opinion is favorite ocean creature.
leave your classroom. Indicate the length and what the use of because in a 10) Active participation in answering
of each segment of the lesson. List actual sentence. and comprehending of text.
minutes.) 13) Teacher reads the text Rainbow 11) Student participates in
Indicate whether each is: Fish to students and at the end independent practice writing
-teacher input goes through the text with them their retells and illustrating.
(For Rainbow Fish retell). 12) Student checks in with teacher to
-modeling
14) Teacher floats around classroom show understanding and
-questioning strategies monitoring and offering achievement of goals.
-guided/unguided: assistance to all students during
-whole-class practice their individual practice.
-group practice 15) Students that are struggling are
-individual practice pulled to work in a small group
with the teacher where prompts
-check for understanding

-other can be read several times and

additional assistance can be
given.
16) Student work is reviewed.
Closure (Showing exemplary Rainbow Fish retells)

Those actions or statements by a teacher that are
designed to bring a lesson presentation to an ____ did a great job with comprehending the Rainbow Fish story. They were working
appropriate conclusion. Used to help students hard to remember the story that we told and think about what happened in the
bring things together in their own minds, to make beginning, middle, and end of the story. _____ was able to retell the story in their own
sense out of what has just been taught. Any words and added illustrations.
Questions? No. OK, lets move on is not closure.
Closure is used: Lets take a look at some of our Favorite Ocean Creature writings! ____ said my
To cue students to the fact that they have favorite ocean creature is the _____, they use the word because and then described why
arrived at an important point in the they think the ____ is their favorite. Some of us may have the same creatures for our
lesson or the end of a lesson.
writing, but I noticed how everyone had a different answer! There are a lot of great
opinions in this class that we all understand now because of the use because.
To help form a coherent picture and to
consolidate.
Differentiation Ocean Animal Opinion
To modify: If the activity is too advanced Modification: Students are prompted about what they like about their favorite
for a child, how will you modify it so ocean animal. Do they look cool? Do they do something you like? Students work on
the key word because with teacher and then are prompted to write they and then
that they can be successful?
the reason why (they float, they are green, they have sharp teeth).
To extend: If the activity is too easy for a
Extension: These students should write a few sentences and a deeper
child, how will you extend it to develop explanation of why they are their favorite. What about this sea creature makes it
their emerging skills? your favorite? They should have strong spelling mechanics and go through the
writers editing checklist. They will need to work independently on sounding out the
word because.
Rainbow Fish Retell

Modification: Students who are struggling with the story retell will receive
assistance retelling the story verbally. They will be prompted to draw their images
and then will write minimum one word that describes that part of the image
(example: not friendly, octopus, nice).
Extension: Students who need extension will be prompted to write more
sentences, go back and revise their writing, and make sure their images have lots of
detail. These students are expected to have proper spelling mechanics and more in
depth retells.
Assessment
How will you know if students met the Ocean Creature Opinion
Students have an opinion piece about a creature that is considered an ocean animal
learning targets? Write a description of
(fiction or non-fiction is ok). There should be a colored drawing that matches the
what you were looking for in each
creature they listed, and has at least one sentence using the word because and
assessment. having one reason why it is the best.
Rainbow Fish Retell
Students will have a story retell of the Rainbow Fish that has three events in order
(something resembling the beginning of the book, the middle of the book, and the
end of the book). There should be matching pictures to text and at minimum a few
words per page.


Title: Oceans Literacy Rotations Lesson #:_1_ of _4_

Break the Code:
- Mathematics 1.1:
o 1.1.c: Compare and instantly recognize numbers
- Reading, Writing, and Communicating 2.3:
o 2.3.a: Demonstrate understanding of the organization and basic features of print.
o 2.3.b: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
o 2.3.c: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten
reading and content.
o 2.3.d: Know and apply grade-level phonics and word analysis skills in decoding words.
o 2.3.e: Read emergent-reader texts with purpose and understanding.
writing.
Ocean Stencil Scenes:
o 1.1.a: Describe familiar people, places, things, and events and, with prompting and support, provide additional
details.
o 1.1.b: Add drawings or other visual displays to descriptions as desired to provide additional details.
o 1.1.j: Relate new vocabulary to prior knowledge.
o 2.2.c.i: With prompting and support, describe the relationship between illustrations and the text in which they
appear.
o 2.3.b: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
o 3.1.b: Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they
name what they are writing about and supply some information about the topic.
o 3.1.c: Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events,
tell about the events in the order in which they occurred, and provide a reaction to what happened.
writing.
- Visual Arts 1.2
o 1.2.b: Tell a story to explain works of art.
- Visual Arts 2.1:
o 2.1.b: Articulate personal stories from works of art.
o 2.1.c: Create visual narratives.
- Visual Arts 3.1:
o 3.1.d: Use materials safely.
Ocean Puzzle:
- Visual Arts 2.1:
o 2.1.b: Articulate personal stories from works of art.
- Social Studies 4.2:
o 4.2.c: Practice citizenship skills including courtesy, honesty, and fairness in working with others.
Electric Company Read Carefully:

o 1.2.d: Listen with comprehension to follow two-step directions.


o 2.3.d: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
Medial Sounds Cards:
o 1.3.d: Blend sounds orally to make one-syllable words.
o 1.3.e: Segment one-syllable words into sound s.

Break the Code:
- Rapid recognition of numbers (single and double digit).
- Decoding unknown words to understand a sentence message.
Ocean Stencils:
- Images can be made using a combination of single pictures.
- Stories or thoughts can be told using one image.
- The images we use to accompany text match or assist in the understanding of the text.
Ocean Puzzle:
-Working together collaboratively to solve a problem proves more effective than working
alone.
- Understanding the bigger picture in order to put it together; seeing the forest and the
trees.
- Fosters students independence to complete difficult tasks without an adult.
- Read a full sentence or word before assuming the meaning.
- Carefully read and listen to best understand what is being conveyed.
Medial Sound Cards:
- Sounding out words in their entirety can make the difference between hat and hot.
- Words can be broken into the onset and rime but there are medial sounds that are just as
critical.
Inquiry Questions:
from standard)
Break the Code:

- How do illustrations help you figure out the meaning of the text?
- What letters are needed to spell the word _______?
Ocean Stencils:
- How do illustrations help you figure out the meaning of the text?
- How do people share ideas with print?
Ocean Puzzle:
- Why is it important to solve problems?

- Who helped you solve the problem? How did you feel when it was over?
- Why are phonemes (speech sounds) important?
Medial Sound Cards:
- Why are phonemes (speech sounds) important?

Break the Code:
I can: decode the hidden message about oceans and give an answer.
This means: I am able to decode double digit numbers, find the matching letter, transcribe,
and read the sentence created.
Ocean Stencils:
I can: create an image using stencils and write about it.
This means: I can use smaller images to build a scene or picture, and use proper spelling
mechanics to write about the picture that I drew.
Ocean Puzzle:
I can: work collaboratively to understand the larger image and put together each individual
piece as a team.
This means: I am using my collaboration skills of sharing, listening, asking questions, and
being respectful of others ideas.

I can: read the word or sentence carefully and listen for the correct answer.
This means: My brain is working hard to decode written language, reading every sound and
word, and matching it correctly to what I hear audibly, ensuring that I am reading with accuracy.
Medial Sound Cards:

I can: sound out words and fill in the missing letters.
This means: each sound is being represented and words are being stretched out fully to figure
out what letter sounds are missing.

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify your
level of achievement)
The students had a great time practicing their writing. The lesson objectives were achieved and the
students enjoyed writing about ocean creatures. Students showed ability to achieve the objectives at
each center and strengthened their writing and phonemic skills.
teach again?
The center that seemed to struggle the most is the use of ocean stencils. The students enjoyed
drawing with the stencils but didnt seem to engaged in writing sentences about their images. The
center was intended to be an independent practice center and ended up simply being a stencil center.
For the future, I hope to provide more structure around the stencil-writing center and focus on the
center more as a lesson and then an independent practice center. If that doesnt work out I may just
omit the stencil center for a different independent writing lesson. I also noticed after the fact that a
few of my buried ocean messages blank spaces did not directly correlate with the letter below and it
confused some students. A parent volunteer noticed that the text format that I had used (the default)
was tricky to decipher between the lower case i and the 1 because it was a text that was sans serif.
The next lessons in writing would be about stretching out sounds. I think the students have a strong
understanding of stretching basic words, but have difficulty with blends in specific. For the next
lessons, I plan to do continued practice for stretching out words, but also looking and common blends
and ee, tt, ll, and bossy e words.

Anticipatory Set For literacy centers this week, we will be focusing on really being intentional writers
The hook to grab students attention. These are actions and
and readers. One center is about hearing the sounds in words related to oceans.
students to the objectives of the lesson, To put students into a There will be missing letters in words and you will need to think very carefully to
receptive frame of mind.
hear what letter sound is missing in that word. The second center will be a buried
To create an organizing framework for the ideas, decoding worksheet where you will use your instant recognition of numbers 1-26 and
principles, or information that is to follow (advanced lower case letters to spell out the answer to a joke. The third center will be using
organizers)
ocean themed stencils to draw an image and write a story or descriptor of that
An anticipatory set is used any time a different activity or new image. You will need to be a brave speller and think critically about the story you
concept is to be introduced. want to write about. Over on the computers you will get to be a competition judge
and determine which contestant gives the right answers! Our last literacy center is
the ocean floor puzzle where you will work together with your peers to complete the
whole puzzle collaboratively.
(Include a play-by-play account of what 17) Teacher models the centers and 13) Students listen to teacher input
students and teacher will do from the minute desired results of students. and modeling of centers.
they arrive to the minute they leave your 18) Learning objectives and goals are 14) Individual practice of designated
classroom. Indicate the length of each stated for students to reach for. center.
segment of the lesson. List actual minutes.) 19) Teacher uses questioning 15) Student checks in with teacher to
Indicate whether each is: strategies to activate prior show understanding and
knowledge about subjects and achievement of goals.
-teacher input
connect them to current tasks
-modeling
and goals.
20) Teacher floats around classroom
-guided/unguided:
monitoring and offering
assistance to all students during
-group practice their individual practice.
-individual practice 21) Teacher checks for understanding
-check for understanding and achievement after student
-other has finished individual practice.

Closure We have learned so much about oceans AND how we can be intentional spellers this
Those actions or statements by a teacher that are designed to week. This is a skill you will use today, tomorrow, and every day for the rest of your
bring a lesson presentation to an appropriate conclusion. Used
life! Even as adults your teachers still struggle to spell some words, but we work hard
make sense out of what has just been taught. Any Questions? at sounding them out, listening for all the sounds, and thinking critically.
No. OK, lets move on is not closure. Closure is used:
Differentiation Break the Code:

To modify: If the activity is too advanced for
Modification: Teacher prompts students with questioning strategies about what
a child, how will you modify it so that they
number is next, where is that number found, what letter is next to that number?
can be successful?
Students will be asked to use various alphabets around the classroom to help them
To extend: If the activity is too easy for a
determine which lower case letter that is.
child, how will you extend it to develop their
Extension: Students who feel like they have a mastery of the worksheet can be
emerging skills?
given a chance to write their own joke or question using the number and letter key.
Ocean Stencils:
Modification: Teacher brainstorms with the student about what their image is
showing. What words can you use to describe this picture? What stencils did you
use to make your picture? Let us write those words down on our paper to help
explain what our picture is showing.
Extension: For extension, the student can add their own pictures in addition to
the stencils, of sea creatures they know about. This can also be a reflective activity
where they tell a story about something that has happened before and use the past
tense, something they hope will happen using the future tense, or something in the
present tense.
Ocean Puzzle:
Modification: Prompt students to look for a specific area such as all the pieces

that look like the octopus. Another tactic would be for that student to look for edge
pieces and collect them to put together.
Extension: Have students complete the puzzle and discuss the image the puzzle
is showing. What creatures are on there? Was it easier or harder to do with more
people helping? Why is it important to work together?
Modification: Student is given the option to pick out of the four/five answers, but
is not penalized for the incorrect answer. They will eventually find the right answer
through trial and error. Teacher will then prompt the students to listen very
carefully to the words/sentences and figure out what is different in each one. Teacher
will also help the student to figure out what word/sentence is being asked to further
help the student determine which one is correct.
Extension: questioning about their reasoning behind choosing one over the other.
What made the difference in the answers? Why was it important to listen to the
whole answer and read the whole sentence?
Medial Sound Cards:
Modification: student will be asked to reference the image and what the image
is of. Then teacher will help student sound out the word slowly and help them
determine what letter sound is missing.
Extension: Student is prompted with a discussion on why some letters made
those sounds (bossy e, blends, sight words etc). What other words have the bossy e/
blends/ sight word sounds that we know of?
Assessment
How will you know if students met the Break the Code: Student successfully completes close to one problem/question and
learning targets? Write a description of what shows understanding of number to lower case association as well as the recognition
you were looking for in each assessment. of the different lower case letters and the numbers.

Ocean Stencils: Student will have a drawn image and can verbally describe what
they drew. Students when prompted will be able to point and use finger spaces, one
to one association, and proper writing mechanics to indicate how they would write
their sentence. Many students will have sentences, and should have proper
mechanics of English writing.
Ocean Puzzle: Students have worked collaboratively to piece together the puzzle.
Discussions about the image on the puzzle, and how to put it together are overheard.
Electric Company Read Carefully: Students can be seen thinking about
what the words are saying, and clicking on accurate (and close to accurate) answers.
Through the game they should be seen choosing with more accuracy.
Medial Sound Cards: Students are working to sound out all the words and their
missing parts.

Reflection
This semester I had the invaluable chance to join a kindergarten teaching team at
Shepardson STEM elementary in Poudre School District. Not only is Poudre School District
known for their prestigious teaching, but also Shepardson is a strong example of STEM and PBL
in the classroom. I learned more than I think I ever have from my combined years in
undergraduate education. Having the opportunity to get into a classroom and apply tools and
skills that I learned about has helped develop my own teaching philosophies and management
skills. Every day, no matter how exhausting or frustrating, I learned something new and valuable.
I told myself at the beginning of this student teaching placement to take chances, be brave, and
learn from your mistakes and I think that mentality has pushed me to break out of my comfort
zone and really be a leader in the classroom.
A memorable moment that I had was when I finally reached a point where one student in
particular began to see me as a secure base from which he could explore and learn. This student
in particular had difficulties participating in the classroom routines, peer relationship building,
and academically flourishing. I began reaching out to him and showing him that I support him as
a student and a person. The definitive point for me was after we wrote opinion pieces and I had
prompted him to write one about monster trucks. This was a particular interest of his and was a
push he needed to express his thoughts in an academic way.
If I had the opportunity to do my student teaching differently, I am not sure there would
be much I would change. I really tried to take initiative and be brave in my pursuits and I think

that made my student teaching experience incredibly valuable. I am very proud of how far I have
come as well as the failures and victories that I have experienced. There were many frustrating
moments where I questioned my abilities to be an educator but found every time that the pros
outweighed the exhausting moments. The only thing I would do differently would be to get
involved in different grade levels. I feel like I have a good understanding of kindergarten, but get
a little nervous when I think about teaching a third grade class. After some reflection about this
however, I am realizing that it is normal to be anxious and uncomfortable in new situations. I
think I will always struggle with being proud of my work and will always doubt abilities and
myself. Once I get comfortable and feel more capable however, I notice that I am less critical of
my decisions and more reflective. I hope that I will continue to work at feeling comfortable in
unfamiliar situations, and trusting in my ability to do what is right.
The most prominent thing that I learned from my student teaching experience would
definitely be the classroom management skills. Coming into this experience, I felt like I
understood how to manage a classroom, but I never knew how different reading and doing could
be. I thought I had a lot of experience about how to perform classroom management, but after a
week in my placement, I learned I was very wrong. Being in the classroom helped me develop a
strong love and logic philosophy for classroom discipline and management. I was able to
practice and implement various love and logic skills and found them to be effective and positive.
I also found that a strong relationship between the students and teachers is important for creating
that respect and bond that facilitates effective classroom management.
The second most important thing that I have learned from this experience is that teachers
and staff often times lean on each other for support. Teaching is a collaborative effort and

requires the brains and brawn of many individuals. In an academic sense, a resource sense, and
even in an educator self-care sense. Teachers are notorious for high burnout, but I learned that
helping each other through the tough times could really mediate the burnout. Working with
others who have the children's wellbeing in mind is the key to a successful academic system.

References
Colorado Poverty by State. (2016). Retrieved from https://talkpoverty.org/state-year-
report/colorado-2016-report/
Fort Collins, Colorado. (2017). Retrieved from
https://en.wikipedia.org/wiki/Fort_Collins,_Colorado
Poudre School District Free and Reduced Lunch %. (2015). Retrieved from
https://www.psdschools.org/webfm/8808
School Directory. (2016). Retrieved from https://www.psdschools.org/webfm/6325
Shepardson STEM Elementary. (2017). Retrieved from http://she.psdschools.org/about-us

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JADE CROGHAN

Student Teaching Work Sample

Colorado State University College of Health and Human Sciences

Setting and Context

Fort Collins, Colorado

Poudre School District

Colorado State University College of Health and Human Sciences

instructional focuses such as STEM, International Baccalaureate, Bilingual/ Dual Language

Immersion, Core Knowledge, and Project-Based Learning.

everyday curriculum (School Directory, 2016).

STEM Elementary, 2017). In 2014-2015 24% of Shepardson students qualified for

District Free and Reduced Lunch %, 2015).

Relationships and Peers

Colorado State University College of Health and Human Sciences

community within Shepardson and confident well-adjusted students.

Shepardson Conflict Management Solutions

Shepardson Community Involvement

Colorado State University College of Health and Human Sciences

stories, and many explorations of community establishments.

Unit Topic and Rationale

in my weeklong ocean unit.

learning. I decided on focusing my four centers on mathematics, science/engineering, literacy,

Colorado State University College of Health and Human Sciences

with the Lucy Calkins writing curriculum.

this unit would help to encourage him to engage.

Colorado State University College of Health and Human Sciences

Unit Objective Goal Standards

3 Dimensional are 2D or 3D. 1.1.i: use new vocabulary t

Colorado State University College of Health and Human Sciences

- Students can knowledge.

1.1.c: Compare and instant

4.1.a: Identify and describe

4.1.b: Analyze, compare, cr

3.2.a: Demonstrate comma

Colorado State University College of Health and Human Sciences

grammar and usage when

3.2.b: Demonstrate comma

1.2.b. Tell a story to explai

2.1.c: Create visual narrati

3.1.d: use materials safely.

Students can use - Students can - Reading, Writing, and Communicating:

Colorado State University College of Health and Human Sciences

work the best.

Students can use - Students will - Reading, Writing, and Communicating:

Students can - Students will be - RWC 1.1:

Colorado State University College of Health and Human Sciences

- Students will be - RWC 1.2:

o 2.1.a.iii: With prompting and supp

o 3.2.a: Demonstrate command of th

o 3.2.b: Demonstrate command of th

Students will be Students can

Colorado State University College of Health and Human Sciences

they tell a reader the topic or the n

o 3.2.b: Demonstrate command of th

Students can do - - Students will Math:

o 1.2.b: Fluently add and subtract w

o 1.2.c: Compose and decompose num

Students will be - Students can - Reading, Writing, and Communicating 1.1

Colorado State University College of Health and Human Sciences

the story of knowledge.

o 2.3.a: Demonstrate understanding

o 2.3.b: Demonstrate understanding

- Reading, Writing, and Communicating 3.1