Points 89.4: Clinical Practice Evaluation 2S

CLINICAL PRACTICE EVALUATION 2S
Sarah Shumaker 20575251

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________
Bachelor of Science in Elementary Education

PROGRAM: _________________________________________________________________________________________________________________________
ELM-490 8/17/2020 11/29/2020

COURSE: _____________________________________________________ START DATE: ____________________________ END DATE: _____________________
Arthur Middleton Elementary

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________
Maryland
SCHOOL STATE: ___________________________________
Kathryn Gardner
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________
Toni Melton-Trainor
GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________
FOR COURSE INSTRUCTORS ONLY:

EVALUATION 2S TOTAL
POINTS 89.4 points 89.4 %
25 2,500.00 2235 100
0
0
0
0
0
0
0 0 0 0 100 0 0 0 0 0 0
100
0 0 0 0 0 0 0 0 0

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

No Evidence Ineffective Foundational Emerging Proficient Distinguished
(The GCU Faculty (Teacher Candidates within (Teacher Candidates within (Teacher Candidates within (Target level for Teacher (Usually reserved for master
Supervisor should create a this range require a this range require a this range may benefit from a Candidates) Teacher Candidates)
plan with the Teacher Professional Growth Plan) Professional Growth Plan) Professional Growth Plan)
Candidate to determine
how the Teacher Candidate
will meet this standard in
future evaluations)
No Evidence 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
There is no evidence that The performance of the The performance of the The performance of the The performance of the The performance of the
the performance of the Teacher Candidate is Teacher Candidate is Teacher Candidate is Teacher Candidate meets Teacher Candidate
Teacher Candidate met this insufficient in meeting this underdeveloped in meeting developing in meeting this this standard and consistently exceeds this
standard or expectations standard and expectations this standard and standard and expectations for expectations for a Teacher standard and all
for a Teacher Candidate for a Teacher Candidate expectations for a Teacher a Teacher Candidate during Candidate during student expectations for a Teacher
during student teaching. during student teaching. Candidate during student student teaching. teaching. Candidate during student
teaching. teaching.
Standard 1: Student Development Score No Evidence

1.1
Teacher candidates create developmentally appropriate instruction that takes into account individual students’ 92 1.00
strengths, interests, and needs and enables each student to advance and accelerate his or her learning.
1.2
Teacher candidates collaborate with families, communities, colleagues, and other professionals to promote 92
student growth and development. 1.00
Evidence
(The GCU Faculty Supervisor should detail the evidence or lack of evidence from the Teacher Candidate in meeting this standard. For lack of evidence, please provide suggestions
for improvement and the actionable steps for growth. )
Ms. Shumaker creates lessons that targeted to reach all her students. Each student has different needs, interests, and abilities. Ms. Shumaker understands this and she
makes sure that she creates lessons that help all students grow in their learning. She allows the students choices in how they want to complete their work. For independent
work students can complete papers from the packet, Nearpods, or forms, so that students can complete the same work in a different format. Ms. Shumaker continues to
collaborate with others to ensure that her students strengthen their skills. To support families, she provides clarification during virtual lessons and attends IEP meetings and
parent conferences. In addition, she records grades for assignments, so that parents can see their child’s progress.


Candidate to determine
how the Teacher Candidate
will meet this standard in
future evaluations)
teaching. teaching.
Standard 2: Learning Differences Score No Evidence

2.1
Teacher candidates design, adapt, and deliver instruction to address each student’s diverse learning strengths 92 1.00
and needs and create opportunities for students to demonstrate their learning in different ways.
2.2
Teacher candidates incorporate language development tools into planning and instruction, including strategies
for making content accessible to English language students and for evaluating and supporting their 86 1.00
development of English proficiency.
2.3
Teacher candidates access resources, supports, specialized assistance and services to meet particular learning 92 1.00
differences or needs.
Evidence
There are many diverse learners in our classroom including an ELL student, students with IEPS, and FARMS students. Ms. Shumaker creates lessons that are accessible to all
learners. She asks questions, checks-in, works individually and in small groups, and differentiates instruction. Groups are created after Ms. Shumaker and her Cooperating
Teacher has discussed assessment data and observations. Ms. Shumaker is able to differentiate the work, for example, Ms. Shumaker created two Nearpods on subtraction
(one-word problems and the other solving with a model). She voice-records directions so that students are able to independently complete the work. By recording the directions,
she is able to help struggling learners and ELL in other classrooms. In addition, she shares her activities with the whole first grade team and posts resources on the class
website.


Candidate to determine how
the Teacher Candidate will
meet this standard in future
evaluations)
teaching. teaching.
Standard 3: Learning Environments Score No Evidence

3.1
Teacher candidates manage the learning environment to actively and equitably engage students by organizing, 92 1.00
allocating, and coordinating the resources of time, space, and students’ attention.
3.2
Teacher candidates communicate verbally and nonverbally in ways that demonstrate respect for and
responsiveness to the cultural backgrounds and differing perspectives students bring to the learning
96
1.00
environment.
Evidence
Ms. Shumaker creates a warm and inviting learning environment. Ms. Shumaker is a friendly professional. She warmly greets others with a smile. She is responsive and
respectful of others’ backgrounds and points of view. Ms. Shumaker is organized and gathers materials to be prepared for each lesson. She includes the students in her
lessons by having discussions, playing games, include movement that goes along with the lesson, as well as sorting pictures on the computer and student engaged
Nearpod’s.


evaluations)
teaching. teaching.
Standard 4: Content Knowledge Score No Evidence

4.1
Teacher candidates stimulate student reflection on prior content knowledge, link new concepts to familiar 86 1.00
concepts, and make connections to students’ experiences.
4.2
Teacher candidates use supplementary resources and technologies effectively to ensure accessibility and 92 1.00
relevance for all students.
4.3
Teacher candidates create opportunities for students to learn, practice, and master academic language in their 83 1.00
content area.
Evidence
Ms. Shumaker has been becoming more comfortable with standards and concepts taught in first grade. She creates lessons that begin with past learned skills and then
builds on their prior knowledge. She promotes students to make connections between concepts. She gets to know each student and incorporates their interest in the
lessons. Ms. Shumaker gets the students excited about a topic through various videos (e.g. brain pop jr.) and read alouds. This helps students better understand
vocabulary or ideas even though they might not yet have experience with the topic. Ms. Shumaker offers opportunities for students to practice their understanding through
independent work, small group work, and center work.


evaluations)
teaching. teaching.
Standard 5: Application of Content Score No Evidence

5.1
Teacher candidates engage students in applying content knowledge to real-world problems through the lens of 86 1.00
interdisciplinary themes (e.g., financial literacy, environmental literacy).
5.2
Teacher candidates facilitate students’ ability to develop diverse social and cultural perspectives that expand 86 1.00
their understanding of local and global issues and create novel approaches to solving problems.
Evidence
Ms. Shumaker relates content knowledge to real-world problems. During lessons, Ms. Shumaker makes connections by discussing items in the real-world that students are
more familiar with and then relates that back to the content. For instance, she discusses how not every person/family is the same, uses real-life word problems for Math, and
talks about what students can do to stay safe/healthy at home.


evaluations)
teaching. teaching.
Standard 6: Assessment Score No Evidence

6.1
1.00
Teacher candidates design assessments that match learning objectives with assessment methods and minimize 92
sources of bias that can distort assessment results.
6.2
Teacher candidates work independently and collaboratively to examine test and other performance data to 92 1.00
understand each student’s progress and to guide planning.
6.3
Teacher candidates prepare all students for the demands of particular assessment formats and make
appropriate modifications in assessments or testing conditions especially for students with disabilities and 86 1
language learning needs.
Evidence
Ms. Shumaker matches her assessments to the standards. Ms. Shumaker analyzes the pre-assessments, so she knows how to best target each student’s needs in her lessons.
Ms. Shumaker and her Cooperating Teacher work together to examine formative assessment data, work samples, Dreambox data, and splash learn reports to help guide groups
for Math and how to differentiate the independent work.


evaluations)
teaching. teaching.
Standard 7: Planning for Instruction Score No Evidence

7.1
Teacher candidates plan how to achieve each student’s learning goals, choosing appropriate strategies and 88 1.00
accommodations, resources, and materials to differentiate instruction for individuals and groups of students.
7.2
Teacher candidates develop appropriate sequencing of learning experiences and provide multiple ways to 92 1.00
demonstrate knowledge and skill.
7.3
Teacher candidates plan for instruction based on formative and summative assessment data, prior student 88 1.00
knowledge, and student interest.
Evidence
Ms. Shumaker plans effective lessons and prepares her materials in advance. She aligns her activities to the standards and objectives. Ms. Shumaker’ lesson plans have
purpose which provides her students opportunities to grow in their learning. When planning, Ms. Shumaker looks at the pacing guides and curriculum to make decisions for
learning experience. She adds supplementary assignments to allow students to demonstrate knowledge. When planning accommodations, Ms. Shumaker considers UDL
strategies such as, visuals and audio directions on self-paced Nearpods for struggling learners.


evaluations)
teaching. teaching.
Standard 8: Instructional Strategies Score No Evidence

8.1
Teacher candidates vary their role in the instructional process (e.g., instructor, facilitator, coach, audience) in 86 1.00
relation to the content, purpose of instruction, and student needs
8.2
Teacher candidates engage students in using a range of learning skills and technology tools to access, interpret, 92 1.00
evaluate, and apply information.
8.3
Teacher candidates ask questions to stimulate discussion that serve different purposes (e.g., probing for
student understanding, helping students articulate their ideas and thinking processes, stimulating curiosity,
92
1.00
and helping students to question).
Evidence
Ms. Shumaker varies her instructional strategies and practices. She is primarily the instructor, but she moves to other roles such as facilitator and coach depending the parts
of each lesson. She is still working on giving time for the students to work and struggle while she provides coaching. This is a difficult position to take in a virtual setting as you
cannot easily see what the students are doing. (e.g. Coaching students through word problems. It is difficult to see how students are representing their work during a virtual
meeting.) Ms. Shumaker asks a variety of higher-level questions to challenge students and strengthen their understanding.


evaluations)
teaching. teaching.
Standard 9: Professional Learning and Ethical Practice Score No Evidence

9.1
Independently and in collaboration with colleagues, teacher candidates use a variety of data (e.g., systematic 1.00
observation, information about students, and research) to evaluate the outcomes of teaching and learning and 92
to adapt planning and practice.
9.2
Teacher candidates actively seek professional, community, and technological resources, within and outside the 86 1.00
school, as supports for analysis, reflection, and problem solving.
Evidence
Ms. Shumaker participates in school meetings and professional development opportunities. She collaborates with colleagues to gain ideas and seeks feedback. Ms.
Shumaker also contributes ideas to colleagues. She shares her Nearpod PowerPoints with the 1st grade team. Ms. Shumaker works with her Cooperating Teacher to analyze
work samples, Nearpod results, Dreambox data, iRead data, and reports from Splash Learn to make decisions regarding lessons for whole and small groups.


evaluations)
teaching. teaching.
Standard 10: Leadership and Collaboration Score No Evidence

10.1
Teacher candidates use technological tools and a variety of communication strategies to build local and global 88 1.00
learning communities that engage students, families, and colleagues.
10.2
Teacher candidates advocate to meet the needs of students, to strengthen the learning environment, and to 86 1.00
enact system change.
Evidence
Ms. Shumaker collaborates with students, teachers, and families. She has participated in parent-teacher conferences. Ms. Shumaker utilizes the class website to
communicate independent work activities and any pertinent messages to families. She also crafted an email to families to inform them of the unit that she will be starting in
Math. In her email she discussed ways that families could support their child’s learning of fractions in the real world (e.g. while cooking.)
Ms. Shumaker works with the first-grade team to make sure that the lessons in the curriculum are engaging and meaningful. She created supplemental activities as well as
digitizing worksheets so that all students can engage with the material, such as: videos, pebble go, and Nearpod’s.

Grand Canyon University: Impact on Student Learning

evaluations)
teaching. teaching.
Grand Canyon University: Impact on Student Learning Score No Evidence

Teacher candidates demonstrate an understanding of their impact on student learning as evidenced in the
Student Teaching Evaluation of Performance (STEP) and other formative and summative assessments. 83 1.00
Evidence
Ms. Shumaker demonstrates an understanding of her impact on student learning as evident in the STEP and other formative assessments. Ms. Shumaker frequently provides
formative assessments to guide her instruction. She varies the assessment format to ensure she unbiasedly obtains information accurately. As she continues to develop her
instruction and assessment abilities, providing and guiding students towards achieving through summative assessments will occur.

INSTRUCTIONS
Please review the "Total Scored Percentage" for accuracy and add any attachments before completing the "Agreement and Signature" section.
Total Scored Percentage:

89.4 %
ATTACHMENTS
Clinical Practice Time Log:
(Required)
Attachment 1:
(Optional)
Attachment 2:
(Optional)
AGREEMENT AND SIGNATURE

This evaluation reflects the results of a collaborative conference including feedback from the Cooperating / Mentor Teacher. The GCU Faculty Supervisor and
Cooperating /Mentor Teacher should collaboratively review the performance in each category prior to the evaluation meeting.
I attest this submission is accurate, true, and in compliance with GCU policy guidelines, to the best of my ability to do so.
GCU Faculty Supervisor E-Signature Date

Toni C. Melton-Trainor
Toni C. Melton-Trainor (Oct 21, 2020 14:47 EDT) Oct 21, 2020
Teacher Candidate: Sarah Shumaker
Date: October 15, 2020
Time: 2:15-3:45 p.m. - Recorded Posting of Virtual Instruction
Subject/Content: Mathematics/Grade 1
Observation Completed by: Toni C. Melton-Trainor, GCU Faculty Supervisor
Observation #2 Notes of Virtual Lesson:
2:23 – The observation began with the students and teacher greeting each other as they joined the
virtual classroom after attending Music class. Ms. Shumaker informs the students to mute themselves
and to be ready for “Go Noodle.” The teacher shares her screen of “Go Noodle, Koo Koo Kanga.”
Afterwards, the teacher redirects the students to return to instruction. She scans her screen to redirect
a student who changed his background.
2:28 – Ms. Shumaker reminds the students that on Tuesday they learned about half of a circle and today
they will learn about new shapes. She asks the class, “What do you remember about fractions or
halves?” C. H. shares, “If it is halves of a pizzas. It is halves of stuff.” The teacher reinforces that pizza can
be in halves. The teacher redirects a student to put his background back to normal and calls on C.Y. She
shares that she does not know the answer. Another student is called and she shares that waffles can be
halves. C.Y. shares that halves are cut in the middle. Ms. Shumaker shares that when we have halves, we
need two equal parts.
Next, the teacher informs the class that they will be listening to a story called, Give Me Half. The teacher
shares her screen so students can watch and listen to the story on YouTube.
2:34 – After viewing the story, the teacher asks, “What are some items in the story that had to be split in
half?” W.S. shares that the juice had to be split in half. M.M.C. shares that the pizza was split in half. A.E.
shares that the cake was split in half. The teacher clarifies that the package of cupcakes was split in half.
Later, the teacher asks the students about the cleaning and that both children helped. She explains that
the children split the time in cleaning because they both helped. Next, the teacher asks the class, “Have
any of you had to share something with your family, just like in the story?” The teacher shares who are
non-verbally saying Yes and No. C.H. shares that she has shared tacos with her sister. C.Y shares that she
had to share pizza with her bother. Ms. Shumaker calls on S.B. and she shares that she shared pizza and
brownies with her family.
2:37 – The teacher models for the class to take-out their small rectangular green paper that was in their
orange folder. Ms. Shumaker scans her screen and compliments those who are ready. The teacher
informs students who could not locate their paper to just take out a piece of paper. She shares that it is
okay. Ms. Shumaker asks the children to fold their green paper in half. A student asks which way to fold
the paper and the teacher says anyway they want. C.H. asks and holds up her paper, “Like this?” Ms.
Shumaker compliments her and continues to scan the screen to see the children. Ms. Shumaker
provides clarification to a parent of a student. Students begin talking out and the teacher reminds the
students that everyone must raise their hands instead of talking out. She raises her hand to model her
expectations.
2:39 – Ms. Shumaker models how a student folded his paper. She asks for thumbs up if students agree
that the paper is folded in half. M.C.C. is called to share and he says it is folded in half because it looks
like a book. The teacher asks, “How many parts does it have?” He says, “Four.” The teacher tells him to
look again and asks, “How many sections does it have?” She points at each part. The teacher draws a
line at the line of symmetry. She then explains that each part is equal. Next, the teacher moves the
camera to a chart that has “Half” and Not Half” labeled. She places the paper with half under the word
half. Ms. Shumaker presents another example and asks, J.A. the reason it is not half. He says, “Because it
has four parts.” The teacher compliments him for his answer and reminds the class that half only has
two equal parts. Ms. Shumaker models a fold of a corner and asks if her example represents a half or not
half. The teacher calls, W.S. and he shares that it is not half, “Because it is not folded the whole way.”
Ms. Shumaker explains that it is not folded into two equal parts. The lesson continues with an example
of a half. The teacher returns to A.G. and asks why it is half. She continues to ask him if he sees two
equal parts. He says, yes, and shows his paper representing two equal parts. Ms. Shumaker presents an
example of not half and asks students to use thumbs up for half and thumbs down for not half. She
helps the students to see that the two parts are not equal, which makes it not half.
2:49 – Ms. Shumaker has the children take a brief break. She tells the students to stand and shake their
hands long, small, and diagonal representing the division of shapes. She has the students sit back down
and she presents the independent work through the use of a document camera. She has the students
take out their Math Packet 1 for the Week of October 12th. She has the students open it up to the “Half-
and-Half Rugs.” Students will need triangular and rectangular shapes, crayons and glue. For students
who misplaced their assignments, they are directed to take out a piece of paper to draw. The teacher
explains the assignment to the class. The teacher models an example for the class.
2:57 - When students finish their independent work, they can work on Dreambox while the teacher pulls
groups into their Breakout Rooms.
• In the first Breakout Room, Ms. Shumaker directs students to open up the chat and click on the
Nearpod link. The teacher redirects students working on their independent assignments and
reminds them that they will work on it after the Nearpod lesson. The group of five students are
asked to draw the rectangle in half. The teacher compliments a student for showing half. Next,
the students are asked to color half of the rectangle. The next page has students circle the rug
that is split in half. Ms. Shumaker reminds the children that it would be divided into two equal
parts. The teacher presents correct answers and praises students for their responses. Students
are asked to take out their independent assignment and the teacher has the students complete
it together. Through student choice, the teacher models half using two rectangles.
• In the second small group, Ms. Shumaker supports five students. A parent asks for clarification
and Ms. Shumaker provides an explanation that the students will be working on a Nearpod
lesson. Ms. Shumaker redirects students who are working on their independent assignment.
Students are asked to divide a rectangle in half. Students are asked to color half of a rectangle.
The rectangle is presented horizontally, which is different from the first group’s example. To
assist a student who could not move to Nearpod, the student was moved to Ms. Gardner’s
shared screen. Next, students are asked to circle the rug that is split in half. The teacher asks the
students which color is split into half, with two equal parts. Students are directed to continue
their independent work.
• The third group is invited into the Breakout Room. Seven students are in this group. Ms.
Shumaker directs the students to Nearpod. The teacher explains that they can hear her, but not
see her. The teacher directs the students to cut the rectangle in half. Ms. Shumaker points out
that the students cut the rectangle up and down. Now, she asks the children to find another way
to cut the rectangle in half. A student is complimented for cutting the rectangle diagonally.
Students are asked to color half of the rectangle. Ms. Shumaker praises the students by saying,
“I see a lot of great work.” The teacher displays student examples. Next, the students are asked
to circle the rug that is split in half. Students are asked to circle it. Ms. Shumaker explains that
even though two rectangles have two parts, they are not equal parts. Finally, students are asked
to circle yes or no for a rectangle split in half. A student was not able to circle the answer and
the teacher had him respond verbally and explain his answer.
Upon returning to the whole class virtual lesson, the teacher reminds the students of her expectations.
She wraps up the lesson by asking the children to remember a word that means halves. She asks, “What
is halves?” A student shares it is two pieces. They are equal.
Comments and Recommendations from GCU Faculty Supervisor (Discussed during Post Conference):
• Continue to greet and welcome students with a smile and a warm demeanor. This creates a
positive learning climate for the students.
• Continue to offer brain breaks to transition from specials and after being engaged in the lesson
for a solid length of time. This is a good way to help to get the wiggles out and refocus the
students on your instruction.
• Continue to inform students of the learning objectives. It is an important to give students a clear
purpose to focus their learning.
• Continue to refresh students’ memory of the previous lesson taught to make a connection to
the day’s lesson. This helps to build upon the standards you are addressing and scaffolding
towards understanding.
• Continue to call on student names and include them in the activity be pointing out who is
standing and sitting down. This makes a virtual learning situation feel more inclusive and
engaging for the students.
• You are fluent in your use of technology, such as: document camera, Zoom, Nearpod, and
YouTube.
• After viewing the story, you reinforced the skills you needed students to gain from watching the
video. Continue this to help build on student understanding.
• Continue to call on students randomly and purposefully during your lesson. This encourages
participation and student engagement in the lesson.
• Continue to model your expectations as this helps students process and retain what is learned.
• Clearly you placed great effort in your planning of this lesson. Students received materials and
resources for the lesson prior to, which is beneficial to virtual learning.
• Nice job scanning the screen and redirecting learners to the task!
• Continue to plan for alternative tasks when students misplace items or technology becomes an
issue during the lesson.
• Continue to make yourself available to parents who seek clarification in support their children
during this virtual learning experience. Nice job!
• Continue to be quick to respond to classroom disruption. You correct and model expectations.
Well done!
• When students are responding incorrectly, you have them rethink and try again. This sets high
expectations and shows that you are teaching students to seek understanding.
• Continue to provide visuals for explaining concept such as, half and not half.
• Transitioning students to Breakout Rooms allows for small group differentiated instruction. You
provided various levels of skills in order to meet the learning objective at the students’ levels
and needs. Well done!
• Wrapping up the lesson helps to bring closure and reinforce the objective taught. Continue this
good instructional practice.
Overall Feedback from Ms. Gardner, Cooperating Teacher
Strengths Opportunities for Growth Suggestions/Ideas to Implement

- Continues to use a peaceful - Try to use more total - Try to in cooperate more
and soothing tone with participation techniques real-world problems in
students during whole group lessons math.
- The assessments you create - You have become more
match well with the - Watch your timing during confident with using
standards and objectives small groups Zoom, continue to work
that you have identified. quickly with creating
Continue to use the - Try to give the students breakout rooms to
standards to guide your more independence during maximize learning time.
Nearpods and Forms. small group. It is ok for - During math small group
- You do a great job them to struggle so they provide some supervised
supporting all learners that learn how to problem solve independent work time for
need help to make them and think on their own. the more capable group so
feel validated. Students that they can work and ask
seek your help because - When calling on students, questions, but are tasked
they feel safe and do not make sure to also notice with working on their own.
feel stigmatized for not who is not raising their - You will be taking over
knowing what to do. hand and try to call on planning with the other 1st
- When given another part of those students as well. grade teachers. You will
the schedule to take over, need to be prepared with
you get right to work your plans so that you can
without complaint or fear. share and adjust during the
The supplemental and team meeting
alternative activities you - You will also be taking
create and share with the over two guided reading
team are well crafted and groups. We will plan
appropriate for the first- together for 2 books and
grade classroom. then I will support you as
- Continue doing a great job needed for planning.
teaching engaging social
studies and science lessons.
The students seem to really
enjoy this part of the day.
GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Sarah Shumaker

Name:
Grade Level: 1st
Date: 10/15/2020
Unit/Subject: Math
Instructional Plan Title: Fractions
Lesson Summary and The students will partition rectangles into two equal shares and describe it using
Focus: the word half and half of. Students will compose two-dimensional shapes to
create a composite shape.
Classroom and Student The lesson will be completed in a whole/ small group setting as well as
Factors/Grouping: independent. In the class there are students who have IEPs and 504 plans. I will
be using videos, oral instruction, and small group assistance to help them
partition rectangles into two equal shares.
National/State Learning CCSS.Math.Content. 1.G.A.3

Standards: Partition circles and rectangles into two and four equal shares, describe the
shares using the words halves, fourths, and quarters, and use the phrases half
of, fourth of, and quarter of. Describe the whole as two of, or four of the shares.
Understand for these examples that decomposing into more equal shares
creates smaller shares.
CCSS.Math.Content. 1.G.A.2
Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles,
half-circles, and quarter-circles) or three-dimensional shapes (cubes, right
rectangular prisms, right circular cones, and right circular cylinders) to create a
composite shape, and compose new shapes from the composite shape.
© 2019. Grand Canyon University. All Rights Reserved.

Specific Learning Students will be able to draw a line to split rectangles into two equal parts with
Target(s)/Objectives: 80% accuracy.
Students will be able to sort rectangles, and explain the equal parts using the
words halves and one half with 80% accuracy.
Academic Language In half
Half of
Fractions
Equal
Resources, Materials, Video (https://www.youtube.com/watch?v=GbWFfWwyB5s)

Equipment, and Scissors
Technology: Crayons
Worksheet pg.C31, C32
Nearpod
Square Paper
Dreambox
Section 2: Instructional Planning
Anticipatory Set Time

Needed
**Reward for students who have been showing up on time. Those on time will get to participate in
a Go Noodle.**
I will ask the students what they remember about fractions and halves from the day before. 8
minutes
I will play a read aloud book for students to listen to about halves.
(https://www.youtube.com/watch?v=GbWFfWwyB5s)
What are some things in the story that had to be split in half?
Have you ever had to share something in half with your family? If so, what did you have to split in
half?
Have you tried to fold a blanket in half before?
Multiple Means of Representation Time

Needed
Discuss how we talked about half of a circle and today we are going to talk more about halves
with other shapes.
6
Students will fold a rectangle paper into half.
minutes
We will create a chart with the folded paper. As a whole group we will sort the folded paper
based on halves, and not halves.
Explain how you will differentiate materials for each of the following groups:
 English language learners (ELL):

N/A

 Students with special needs:

Remind them that halves have equal parts. Talk them through folding the paper. Board of
examples and nonexamples will be right behind me during whole lesson.
 Students with gifted abilities:

Have them explain why their paper is in haves.
 Early finishers (those students who finish early and may need additional
resources/support):
Color one half of their square.
Multiple Means of Engagement Time

Needed
Nearpod worksheet pg.32 (This is a formative assessment)
Students will complete this on their own during small groups while I read the directions.
The same Nearpod will be used for every group but some slides will be skipped based on the
40
groups level/understanding.
minutes
I will work with one group at a time.
Explain how you will differentiate activities for each of the following groups:
N/A

I will read and explain the directions out loud, give feedback while working, and go over the
answers.

They can read the directions on the page.
 Early finishers (those students who finish early and may need additional
resources/support):
N/A
Multiple Means of Expression Time

Needed
Worksheet- C31, C32 (Color coded blue paper so the students know what paper to take out)
Students will complete this worksheet by cutting the shapes out from C32 and gluing it onto the
10
squares on pg. C31 to create new shapes and splitting the rug into halves. (If this activity were
minutes
done in the classroom instead of virtual learning it would be a center.)
We will do one example as the whole group to make sure the students understand what they are
supposed to do.

Explain how you will differentiate assessments for each of the following groups:
N/A
They will complete this worksheet in a small group with help from a teacher. After their small
group activity, I will talk about this activity again and do two more examples with them.

Complete all 6 squares and color each half differently.

Early finishers (those students who finish early and may need additional
resources/support):
Dreambox
Extension Activity and/or Homework Time

Needed
Students will share their half-and-half rugs with the class. Students will use the words halves and
5
half of while sharing their work.
minutes
Assigned fraction assignments on splash learn and dreambox.
Homework-N/A

Points 89.4: Clinical Practice Evaluation 2S

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Points 89.4: Clinical Practice Evaluation 2S

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CLINICAL PRACTICE EVALUATION 2S

Sarah Shumaker 20575251

Bachelor of Science in Elementary Education

ELM-490 8/17/2020 11/29/2020

Arthur Middleton Elementary

FOR COURSE INSTRUCTORS ONLY:

Sarah Shumaker 20575251

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 1: Student Development Score No Evidence

Sarah Shumaker 20575251

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 2: Learning Differences Score No Evidence

Sarah Shumaker 20575251

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 3: Learning Environments Score No Evidence

Sarah Shumaker 20575251

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 4: Content Knowledge Score No Evidence

Sarah Shumaker 20575251

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 5: Application of Content Score No Evidence

Sarah Shumaker 20575251

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 6: Assessment Score No Evidence

Sarah Shumaker 20575251

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 7: Planning for Instruction Score No Evidence

Sarah Shumaker 20575251

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 8: Instructional Strategies Score No Evidence

Sarah Shumaker 20575251

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 9: Professional Learning and Ethical Practice Score No Evidence

Sarah Shumaker 20575251

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 10: Leadership and Collaboration Score No Evidence

Sarah Shumaker 20575251

Grand Canyon University: Impact on Student Learning

Grand Canyon University: Impact on Student Learning Score No Evidence

Sarah Shumaker 20575251

Total Scored Percentage:

AGREEMENT AND SIGNATURE

GCU Faculty Supervisor E-Signature Date

Date: October 15, 2020

Time: 2:15-3:45 p.m. - Recorded Posting of Virtual Instruction

Observation Completed by: Toni C. Melton-Trainor, GCU Faculty Supervisor

Observation #2 Notes of Virtual Lesson:

Strengths Opportunities for Growth Suggestions/Ideas to Implement

Teacher Candidate Sarah Shumaker

Grade Level: 1st

Instructional Plan Title: Fractions

National/State Learning CCSS.Math.Content. 1.G.A.3

© 2019. Grand Canyon University. All Rights Reserved.

Resources, Materials, Video (https://www.youtube.com/watch?v=GbWFfWwyB5s)

Section 2: Instructional Planning

Anticipatory Set Time

Multiple Means of Representation Time

 English language learners (ELL):

© 2019. Grand Canyon University. All Rights Reserved.

 Students with special needs:

 Students with gifted abilities:

Multiple Means of Engagement Time

 Students with special needs: