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Wesleyan College Teacher Work Sample

Full TWS

MacKenzie Hooker

May 6th, 2022

The Academy for Classical Education, 1st grade

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Table of Contents

Contextual Factors page 3 - page 16

Learning Goals and Pre/Post Assessment page 17 - page 25

Design for Instruction page 26 - page 38

Analysis of Student Learning page 39 - page 49

Reflection of Teaching Practices page 50 - page 54

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Contextual Factors Task/Template:

Discuss the relevant contextual factors and how they may affect the teaching-learning process.
Include any support and challenges that affect instruction and student learning. All questions
should be answered in complete sentences.

Contextual Factors Driving Question(s):

How does the learning environment impact the teaching-learning process?
What are the relevant factors at the school, classroom, and student level?
What have you done to ‘get to know’ your students and their learning needs/interests?

General School
Demographics

(1) Name and address of The school that I am at for my student teaching is the
School: Academy for Classical Education, also known as ACE. ACE
is located at 5665 New Forsyth Road, Macon, GA 31210.

(2) socio-economic status 14% of students at ACE are economically disadvantaged. All
(SES): students at ACE qualify for the free lunch program. The
students at ACE range from the mid to high socio-economic
status.

(3) school population:
As of the 2020-2021 school year, there are 1,825 students
enrolled at ACE. There is a gender distribution of 51%
female and 49% male. There is also a minority enrollment at
ACE of 29.1% (refer to figure 1 for the breakdown of the
population demographics).

(4) type of school (large city,
small city, suburban, rural):
ACE is in a mid-size city setting. ACE is a charter school in
which any child in the state of Georgia may attend, however,
transportation is not provided by the school. The majority of
the students at ACE are from the Macon/Middle Georgia
area.

(5) resources applicable to
the unit (e.g. personnel,
community, athletics,
tutoring, academics,
materials, etc.):
There are many resources that can be applicable to a unit
available for a teacher at ACE. Every teacher on the grade
level help the other teachers succeed on a weekly basis. There
is a Google Drive in which weekly PowerPoints, lesson plans,
and resources are shared. Other personnel in the building
such as Dr. Gowan, are always available via email or text for
any resource that may be needed. If the resource can be found
in the school, Dr. Gowan lets us know where that resource is
and allows us to use those resources. The ACE community is
willing to provide any resource that is necessary for the
success of the students. Many parents volunteer at the school
in ways such as school moms, traffic duty, carpool duty, etc.
But those parents that are unable to be present in the school
building also volunteer by purchasing resources for their

Choose at least one other
item to address:
(a.)stability of community,
(b.)political climate,
(c.) community support for
education
Explain at least two
implications for the
assessment and
teaching-learning process
based on this information:
Classroom Information
(1)physical
features/arrangement of
classroom (potentially draw
a map or attach pictures):
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child’s classroom. Many of the teachers at ACE offer tutoring
during after school hours. Most students who are in need of
these services, seek them.
The community support for education at ACE is one of the
strongest characteristics of the school. The school was built
on the complaints that many school systems had received
from parents, and ACE was created as an atmosphere that
would address those complaints. The parents at ACE take
their child’s learning and education as a serious matter and
hold their students to a high standard just as the
administration and faculty do. The community of Macon also
helps to support the vision of the school. Many businesses
sponsor the school including their athletics, the school
receives donations from businesses such as the K-1
playground, etc. Without the support from the community,
ACE would not succeed as the school it is seen as today.
One implication that enhances the teaching-learning process
based on the community support of education is that each
child is held to a high standard in the classroom and outside
of the classroom. Student grades are a pivotal aspect for a
parent to view in order to see their child’s progress in the
classroom. It is not only up to the teacher to teach the
students the material needed to move to the next grade, but it
is also the parent’s expectation to have their child practice
those materials.
Another implication that enhances the teaching-learning
process based on the community support of education is that
every student is expected to be in class daily. ACE has a no
tolerance policy when it comes to missing instruction, and
students can even be retained based on the number of
absences that student has. ACE also obtains a zero-grading
policy which states that if a student fails to complete their
classwork, or is absent during an assessment, that student
receives a 0 in the gradebook and is unable to increase the
grade for that assignment. This not only ensures that each
student is in school every day, but it also holds the parent
accountable for their child’s attendance (especially in the
lower grades where the student is unable to drive).
Refer to figure 2 for arrangement/pictures of the classroom.

(2) available technology and
resources:
(3) parental involvement:
(4) grouping practices:
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There are several technological resources that are available
within the classroom. These resources include a ClearTouch
Board, personal teacher laptop, three student computers, and
three student Chromebooks. Other resources such as copy
paper, printer/copier, paper guillotine, etc. can be found in
the teacher workroom which is located in the building.
Resources that require preparation for may be available by
contacting personnel in the building such as Dr. Gowan in
the main building. Other supplies may be purchased if
needed for an activity/assignment.
The parents of ACE scholars are required to be involved
with their students learning and daily activities. Since a
parent must choose to send their child to ACE, it is an
expectation that their child’s education is taken seriously.
ACE has a statement listed in the student handbook/code of
conduct that “when the school and the parent are on the
same team, wonderful things happen for children”. In the
classroom, a class mom is available if any help is needed.
Help from the class mom may include, but is not limited to,
helping prepare for upcoming activities/events, being
present during class celebrations/parties if additional
supervision is needed, and volunteering in ways to help
around the classroom. Parent involvement is highly
encouraged and parents should not be hesitant to ask any
questions regarding their child. The teacher should not be
hesitant to send any information home via the students’
binder, Wednesday folder, or via social platforms such as
email, Group Me, and text messaging, regarding student
progress or behavior.
In the classroom, we have two different sets of groups
including reading groups and math groups. For the reading
groups, the students are tested at the beginning of the year
using the program Kids A-Z. This program levels the
students and determines the reading level in which they are
on at the beginning of the year. Based on the results of the
program, the students are placed into four different groups.
One group, group A, is for the high achieving students in the
class, which are those who scored the highest level from the
Kids A-Z assessment. There are two middle groups, group
O’s, that include the students who are classified as on level.
The last group, group B, are those students who scored the
lowest and need more assistance during small group
instruction. There are also four math groups that include
group O, group B, and two group A’s. These are classified
the same as the reading groups such as A being the high
achievers, O being the students that are on level, and B

Explain at least two
implications for the
assessment and
teaching-learning process
based on this information:
Student Characteristics
(1) grade level/age:
How do you plan for students
who have been retained?
What tasks would be
developmentally
(2) gender breakdown:
How do you account for
varying interests among boys
and girls?
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being those students that need extra assistance. The math
groups have been assigned based on the results from a
progress monitoring program, Easy CBM. The students are
required to complete the progress monitoring at the
beginning of the school year, and throughout the school year
to see growth over time. Refer to figure 3 for the breakdown
of both reading and math groups.
The implications of different leveled groups helps to
categorize how each student should be tested, and at what
expectation should that student meet. It would be unfair to
hold a student in reading group B at the same level as one
would hold a student in reading group A. The students
should be looked at on an individual basis when assessments
are given to see what the student is fully capable of. Either
modifications of the assessments for each group, or the
distribution of the same assessment to the entire class shows
where each student falls in relation to his/her classmates.
Another implication regarding assessments is that the
progress-monitoring of the students should be consistent
throughout the year. The programs should not be changed or
altered during the school year, and each student should be
tested around the same time frame as the rest of his/her
classmates to receive an accurate representation of how
much that student has grown.
The classroom that I have been placed in is a first grade
classroom. The students in the class range from ages 7-8,
entering first grade between the ages of 6-7. The students in
the first grade classroom that I have been placed in are on the
track to move onto second grade in the fall. None of these
students have been retained, and all students should move on
to the next grade. Plans are made for those students that need
extra assistance, discussed more in the Students Needing
Additional Assistance section of this template.
The class is made up of 21 students. There are 13 girls and 8
boys in the class. The interests of both the girls and boys are
somewhat similar since they are of such a young age. Many of
the students are interested in exploring the different sports
including football, soccer, and cheerleading/dance. Other
interests include video games such as Nintendo Switch, Xbox,
etc., television shows and television characters, and outdoor
activities. An interest inventory, focused on interests in the
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classroom, that has been given to the students is attached in

figure 4.

(3) race/ethnicity breakdown:
How do you incorporate
culturally relevant
instruction?
The classroom demographics incorporate several students who
are African American (5), Hispanic (1), Indian (2) alongside
13 students that are white. Culturally relevant instruction is
important to confirm that all cultures are respected. Although
instruction is followed based on the curriculum and pacing
guides, if any aspect of a culture may be involved, it is
important to inform the parents and guardians of the students.
In first grade, it is important that when discussing other
cultures, they are respected and opinions do not alter the
views of the students. Each student is deserves to have their
own opinion without the input of an adult.

(4) language:
How does a student’s level of
language proficiency impact
the teaching-learning
process?
How will you plan for the
varying levels of English
proficiency that may be
present in your classroom?
There are several students in the class that do not speak
English at home. Once they leave the school building, English
is no longer the focus. Two students qualify for English
Language Learning and one students speaks English too
fluently to qualify for the program. In order to meet the needs
of these three students, it is important to make sure they
understand every aspect of both reading and phonics lessons.
The phonics lessons help to build their foundation of the
spoken and written English language, an aspect that is vital for
understanding a language that is not spoken at home. Other
accommodations and modifications for these students are
listed under the Students Needing Additional Support and
Students Who Are English Language Learners sections of the
template.

(5) Academic Level and Students with IEPs/504s, etc:

Area of Need Modifications During Modifications During

Instruction Assessments

Students needing enrichment
(gifted and high achieving
students)
F.B. – I. J. – C.M. – K.D.
These students are those who
need to be challenged as they
are beyond the level in which
they are expected to perform
at during this time in the
school year. During
instruction, these students are
These students are not
required to take an alternate
assessment as that of their
peers. They are still required
to take the same assessments
as the rest of their classmates.
As a modification, these
students may not need the

used as models for the rest of
the students in the class.
These students are still
expected to complete the
same classwork as their peers,
but they are expected to do it
correctly and with purpose.
Students Needing Additional R.B. – J.G. – M.M.V. – A.S. – A.S.
Support
These students may need
additional support throughout
the day during whole group
instruction, small group
instruction, and individual
work. Some of these students
may need to be reminded of
the directions/instructions of
an assignment, may need
additional support with
pronunciation of
words/sentences, etc. These
students may need additional
time during whole group
instruction to answer a
question, they may need to be
reminded of the question
asked, or may even need to
receive praise after the
question has been answered.
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teacher to read the
questions/answers of the
assessments aloud, they may
not need as much time as the
other students, etc. These
students could be challenged
by adding a question that
requires a level of deeper
thinking at the end of the
assessment, for these students
to complete if they have
finished the original
assessment before their peers.
These students do not receive
modifications during
assessments. All the students
in the class receive the same
oral readings of the questions
and answer choices. The
students are required to read
the story if one is present for
the assessment. Each student
is prepared with the necessary
strategies that they can use to
help them answer the
questions correctly. As a
modification, these students
could receive underlined key
details that could help them
answer the questions.
Examples of these
modifications could include
underlining/bolding key
words such as : What is the
MAIN IDEA of the story?,
Which number is LESS
THAN 25?, etc.

Students who are English A.S. – A.S.
Language Learners
These students are those that
do not consider English as
their first language. Both of
these students return home at
the end of the day to
households that do not speak
English to them. These
students are pulled by the
ELL teacher for extra
assistance and instruction.
During instructional times in
class, these students may
need extra support when
decoding words, reading
words/sentences/stories,
understanding the meaning of
a word, etc. These students
may also need
instructions/directions to be
read aloud. They may also
need stories and assignments
to be read aloud when
working on independent
assignments. While working
on online programs such as
Kids A-Z or Prodigy,
questions are allowed to be
read orally through
headphones using the
computer.
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These students do not receive
modifications during
assessments in class. The
modifications that they would
qualify for, are already
present in the classroom.
These students, in future
grades, may need extra time
on assessments, may need
questions to be read aloud
orally, or further explanation
for instructions or directions.
These two students are
receiving the oral readings of
all questions and guising
questions before and after the
assessment questions have
been asked. Even though
these students are not
receiving modifications, these
two students are eligible to
receive small group testing
environments, if the ELL
representative is available to
pull them for the assessment.
These two students are also
eligible to receive
modifications on assessments
such as three answer choices
instead of four, again if the
ELL representative is willing
to make these modifications
for the two ELL students. As
a classroom teacher, we are
not allowed to make these
modifications for the
students, but any modification
or accommodation must be
suggested and implemented

List each student by initial on
a separate row who have
IEP/504 plan, using initials
(Use tab to add new rows)
No student is on an IEP plan.
No student is on an RTI.
J.G. – Reading EIP (Early
Intervention Program)
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by the ELL representative.
This student is on an EIP plan
in order to help the student
score on level during his
reading assessments and
assignments. This student is
pulled every day for small
group/one-on-one instruction
with the RTI representatives.
During the time, he works on
skills that can help him grow
to the level in which he
should be at this time during
the school year. The
administration and teachers
do not believe this student
should be placed on an IEP or
RTI at the moment, but the
idea is open for revisitation at
any time. This student
receives progress monitoring
each morning before being
pulled for his EIP. During this
progress monitoring time, he
focuses on reading a passage
and finding the correct
answer to the questions based
on skills that have been
learned such as underlining
where he found the answer in
the text.
The student receives no
modifications during
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assessments, since he already

receives what his
representatives believe he
should be receiving as the
whole class is read the
questions aloud. It is up to the
student to use the skills he
knows and continues to learn
to help him answer the
questions correctly.

W.W. – 504 Plan This student has been placed

on a 504 plan due to allergies
that he has including wheat,
gluten, nut, and more. This
student does not need to
receive modifications for
assessments or instruction,
but rather he is required to
keep an extra eye on. The
students in the class are aware
of his allergies and are very
cautious when eating around
him. At lunch, the student is
able to pick two friends to sit
at a separate table with him.
During field trips, his mother
is required to be present. If a
celebration or party is
occurring in the classroom, he
has special chocolate bars
(provided by the parent) that
he eats instead of the treats
brought in by other students.

Relevant Interests:

What are the implications of Allowing the student to choose how they would like to
students’ varied interests? complete an assignment gives the student the freedom to

How will you incorporate
students’ interests in the
teaching-learning process in
order to make real-world
connections?
What information did you
gather specific to interests via Student interests can be brought into the curriculum and daily
inventories?
Learning preferences:
What assessments did you
give to determine HOW your
students learn?
How will you design lessons
that accommodate students’
preferences for learning?
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express their work in different ways, and gives the student a
sense of control within the work completed in the classroom.
Many students possess a mixed preference of learning styles,
and allowing the student to choose a form of completing their
work based on their own interests, helps the students to
connect with the material in more efficient ways.
lessons in many ways such as including their interests within
vocabulary in a story, word problem, or other instructional
ways. Students can even sometimes use their interests as a
way of learning. One student in particular enjoys playing on
his drum set. If a word problem during a math lesson involves
a character using a drum set, that student is more likely to
become involved with the math problem. Using these interests
not only keeps the students engaged with the material, but it is
also a way to help enhance their learning experiences.
At this time, an interest inventory has not been given to the
students. Most of the information gained and recorded about
the students interests are strictly from conversations that have
either been held with the student or by overhearing the
conversations of the students with each other. One can learn a
lot about their students by listening to the conversations that
they hold with one another.
A learning styles inventory was given to the students in order
to gain data on how each student prefers to learn. Refer to
figure 4 for a copy of the inventory that was given.
I have observed that many of the students in the classroom, as
well as many of the other first grade students, enjoy learning if
they are able to create something. They enjoy cutting, pasting,
and coloring where it is applicable. They enjoy creating
visuals that help practice with certain curriculum standards
such as snowball compound words, snowman fact families,
candy corn contractions, etc. They also enjoy learning by
singing, creating jingles and hand/body movements that help
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them remember certain facts about a curriculum standard.

Figure 1: (School Population Demographics)

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Figure 2: (Arrangement of Classroom)

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Figure 3: (Breakdown of Grouping Practices)

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Figure 4: (Learning Style Inventory Assessment)

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Learning Goals & Pre/Post Assessment Task/Template

Create and justify the learning goals for the unit. Design a pre/post assessment to monitor
student progress toward learning goals. Use multiple assessment modes and approaches
aligned with learning goals to assess student learning before and after instruction. These
assessments should measure student learning with reference to the goals and may include
performance-based tasks, paper-and-pencil tasks, or personal communication.

Learning Goals & Pre/Post Assessment Driving Question(s):

What are you teaching?
How do you know your students need this content at this time?
What are you hoping your students will know/be able to do at the end of your unit?
How will you measure and document these outcomes?

•List the 2 to 3 learning goals or outcomes
Write at least two goals using behavioral
terms that will be the focus of the unit.
These goals should define the expectation of
what students should know and be able to do
at the end of the unit.
The goals should be significant (reflect the
big ideas or structure of the discipline)
challenging, varied, and appropriate.
Students will be able to identify the physical
features of a penny, nickel, and dime.
Students will be able to identify the value of a
penny, nickel, and dime.
Students will be able to use strategies, such as
“Hairy Money”, to determine the value and
relationships of a group of coins.

Identify the levels of the learning goals.
The goals should be written using Bloom’s
Taxonomy with at least one goal at or above
the Analyzing level.
Students will be expected to identify,
describe, and recognize the physical
characteristics of the coins
(Knowledge/Remembering).
Students will classify and compare/contrast
the values of the coins (Understanding).

Students will be challenged to solve math

problems regarding the addition of pennies,
nickels, and dimes (Applying).

Students will be expected to relate quantities

of coins and their values, such as five pennies
being the same value as one nickel, two
nickels being the same value of one dime, etc.
(Analyzing).

How the goals are aligned with local, Georgia Department of Education:
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state, or national standards. MGSE1.NBT.7 Identify dimes, and

(Identify the source of the standards). If understand ten pennies can be thought of as a
only parts of the standard are used, then dime. (Use dimes as manipulatives in multiple
bold that section. mathematical contexts.)

Saxon Math (Math Curriculum):

Practice with pennies, nickels, and dimes

begins on lesson 98 and continues through the
rest of the school year.

Discuss why the learning goals are

appropriate in terms of student needs as Student Prior Knowledge:
indicated in the Contextual Factors.
Students have prior knowledge of the value of
Include the following:
a penny and a dime, as well as their physical
o Student prior knowledge characteristics and identity.
o Student learning needs,
interests, and/or Students have prior knowledge of place value
developmental and the operation of addition.
appropriateness
o Authentic real world Students have prior knowledge of counting by
connection 5’s that can be associated with counting by 5’s
o Any other using the strategy of “Hairy Money”.
connections
that might be Student Learning Needs, Interests,
relevant (e.g., Developmental Appropriateness:
school
Students will be given the assessment with
improvement
oral readings and instructions. Each group of
plan or math problems will be read aloud and guided
curriculum comments will be provided for clarification.
map).
Students will be given an assessment that
involves visuals and connections to real world
objects such as gum and a toy car.

Authentic Real World Connection:

Students will use the skill of counting coins

for the rest of their lives. Coins are used on a
daily basis during cash transactions and this
skill is vital to their understanding of the
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relationship of coins to dollar bills. Building

the foundation and mastery of coins is a
valuable skill that will be used later on in life.

Other Connections:

Saxon Math (NS 1.5) Curriculum Map (see

attached below)

Establish Mastery Levels for each
Learning Goal. Establish levels of mastery
for pre-post assessment that are
mathematically possible and indicate high
expectations (that is, not below the
equivalent of 75% or 3 out of 4).
Mastery for the pre/post assessment requires a
score of 6/8 or 75%. This is the general
mastery level required and scores of 7/8 and
8/8 are highly encouraged for the students to
achieve. For those students who score lower,
remediation strategies may be required.

Provide a pre-post assessment blueprint in a table format:

★ Indicate the alignment of assessment items to the learning goals. The assessment
should be valid. Each assessment item should measure one Learning Goal.

★ Include multiple modes of assessment that requires the integration of knowledge,

skills and/or reasoning ability are expected across the learning goals. Do not use the
same type of assessment measure for each goal.

★ Show pre-post assessment adaptations that meet the individual needs of students
as described in the contextual factors.
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Pre/Post Assessment Adaptations: (Visual and Auditory Learners)

- Students will be able to use visuals, posted on the white board in the front of the room,
to help them identify the 3 different coins. Seeing the differences in the colors, sizes,
and figures on the front of the coin will help the students determine the correct answers
for section 1 of the assessment.
- Students will be able to use knowledge of jingles and songs that we have learned and
reviewed during the lesson. The students are able to sing the jingles to themselves in
order to recognize the value of each coin, the skill needed to complete section 2 of the
assessment.
- Students may also be given a set of manipulatives, in the form of the three different
coins, so that they are able to physically hold the coins in front of them during the
assessment. This also allows the students to see the wording on the coins more clearly
and could assist the student in determining the coin and/or the value of the coin. This
can be used for the 1st and 2nd section of the assessment.
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Include a copy of the pre/post assessment and the answer key after narrative or
template.

★ Pre/post assessment: Include student directions and criteria for judging student
performance (e.g., scoring rubrics, observation checklists, rating scales, item
weights, assessment blueprint).

★ Answer Key: List the correct answer, Learning Goal number, Bloom’s level,
curriculum standard, number of points for each item and the performance level that
represents mastery.

Answer Key:

Section #1: (3 points)

X, Circle, Triangle

Section #2: (3 points)

30 cents

7 cents

40 cents

Section #3: (2 points)

Yes

No
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Pre/Post Assessment Narrative:

Section #1: (Bloom’s Level of Knowledge/Remembering)

- “Think about the physical characteristics and if needed, sing poems in your head.
Please place a circle around the coin that is a penny. Please place a X over the coin
that is a nickel. Please place a triangle around the coin that is a dime.”
Section #2: (Bloom’s Level of Understanding)
- “Think about how much each coin is worth and its value. If needed, sing the poems in
your head. Look at your first group of coins. Use strategies such as “Hairy Money” if
needed. Please determine the value of the group of coins and write your answer in the
box. Look at your next group of coins. Please determine the value of the group of
coins and write your answer in the box. Look at your last group of coins. Please
determine the value of the group of coins.”
Section #3: (Bloom’s Level of Application)
- You have a pack of gum that costs 5 cents. You also have a group of coins. Think
about which coin is presented in the problem and the value of the coin. Do you have
enough money with your group of coins to purchase the pack of gum? Please circle
yes or no. Look at the next problem with the toy car. The car costs 10 cents. Think
about which coin is presented in the problem and the value of the coin. Do you have
enough money to purchase the toy car? Please circle yes or no.
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Saxon Math Curriculum Map: (NS 1.5)

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Pre-Assessment Data:
*Student 14 was absent when the pre-assessment was given.
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Post Assessment Data:

*Student 11 was absent when the post assessment was given.
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Design for Instruction Task/Template

After selecting the content (topic, knowledge, skills) for the instructional unit, write a
description of the unit. The description must include the following for the unit: Learning Goals
that reflect key concepts of the discipline, behavioral objectives that address the Learning
Goals, instructional strategies that allow for differentiated instruction as determined by the
Contextual Factors and the pre-assessment data, a plan for formatively assessing students that
guides instruction and measures student performance on each Learning Goal, and adaptations
and differentiated instruction that address the Contextual Factors.

Design for Instruction Driving Question(s):

What instructional strategies will you use to convey your content?
How did your pre-assessment data impact your instructional choices?
Why are you teaching this unit in the order you’ve selected?
How do your plans reflect your diverse learning community’s needs?

Results of pre-assessment
- After administering the pre-assessment, analyze student performance
relative to the learning goals. Depict the results of the pre-assessment
in a format that shows patterns of student performance relative to each
Learning Goal. Describe the patterns that will guide instruction or
modification of the learning goals.
▪ How many students mastered each learning goal?
o 15 students mastered learning goal #1
o 10 students mastered learning goal #2
o 13 students mastered learning goal #3
▪ What types of questions/tasks were missed the most?
o The most commonly missed questions from the class were
those regarding learning goal #2, identifying the value of the
group of coins.
▪ What is the content/skill within the incorrect responses?
o Identifying the value of a group of the same coin.
- For each of the above discussion, note implications for
instruction for the Learning Goal.

Learning Goal #1:

Students will be able to identify the physical features of a penny, nickel, and dime.
 Hooker 27

Learning Goal #2:

Students will be able to identify the value of a penny, nickel, and dime.
 Hooker 28

Learning Goal #3:

Students will be able to use strategies, such as “Hairy Money”, to determine the value and
relationships of a group of coins.
 Hooker 29

Unit overview (Attached at the End of the Template)

Provide descriptive lesson plans for at least 5 instructional days.

Utilize the Wesleyan Lesson Plan template.
▪ Indicate the Learning Goal(s) and objectives for each day.
▪ Relate each topic or activity to at least one Learning Goal.
▪ Design instructional strategies that address the content, revised Bloom’s cognitive levels,
real world connections, student engagement, and differentiate instruction to meet the needs of
all students. Include a variety of research-based strategies, activities, assignments, resources,
and technologies.
▪ List formative assessments that are appropriate for students, measure student
performance on each Learning Goal, and help guide teaching.
▪ Identify specific adaptations and differentiated approaches to learning for each strategy
that addresses the Contextual Factors and pre-assessment.

Instructional Strategies
 Hooker 30

Describe at least two instructional strategies from different learning goals that reflect
research-based practices and differentiated instruction.
Explain how each strategy moves every student toward attaining the Learning Goal.

Instructional Strategy #1 – The first instructional strategy that I will use

• Connection to the Learning Goal and revised strategy allows students to skip counting by
Bloom’s level:
• Connection to pre-assessment
information and Contextual
Factors and explanation of
differentiation approach:
• Describe real world connections:
• Materials/technology needed to implement
strategy:
• Formative Assessments:
- Justify appropriateness for the content counting coins differs from that of using
and developmental
level of students.
- Describe the assessment and its
purpose.
- Attach the formative assessment and
scoring criteria
is the strategy of “Hairy Money”. This
5’s to find the total value of a group of coins,
similar to how they count the value of a group
of tally marks. The connection of “Hairy
Money” and the learning goal compares with
the skill of determining the value of a coin/set
of coins. Students are able to use this strategy
while determining a group of coins that
possess the same value or with a group of
coins that the values differ. This approach to
manipulatives. Students are not required to
physically hold a manipulative while using
the strategy, they simply just need a writing
utensil (which they should already have). The
strategy of “Hairy Money” allows students to
have resources available to them at any time
while trying to solve a problem. Students are
able to use the strategy of “Hairy Money” in
real world situations such as seeing if they
have enough coins to purchase an item at the
store. If a student knows that a piece of gum
costs 10 cents, they are able to use the
strategy to determine if they have enough to
purchase the piece of gum. First grade
students are able to make connections with
concepts such as “Hairy Money” and the
strategy brings a creative outlet to the skill of
counting money. The purpose of the formative
assessments is to see each individual’s
understanding of the concept(s). In the
worksheet given as a formative
assessment,students are asked to use the
“Hairy Money” strategy to determine the
value of a given set of coins. By giving the
coins their “hairs”, the students are able to
count by 5’s and 1’s to determine their final
answer.
 Hooker 31

Instructional Strategy #2 Coin Poems are a way in which students are

 Hooker 32

given an auditory/musical way of learning the

• Connection to the Learning Goal and revised differences in a penny, nickel, and dime. The
Bloom’s level: inclusion of the coin poems relate to all three
• Connection to pre-assessment learning styles as the poems possess
information and Contextual information about the physical characteristics
Factors and explanation of of the coins and the values of the coins.
differentiation approach:
• Describe real world connections:
• Materials/technology needed to
implement strategy:
• Formative Assessments:
- Justify appropriateness for the
content and developmental
level of students.
- Describe the assessment and its
purpose.
- Attach the formative assessment
and scoring criteria
 Hooker 33

The students in this particular classroom learn

best with jingles and movements. These
gestures and jingles help the students to
remember the values of the coins and the
characteristics of the coins. Coin poems are a
great way to differentiate information that can
be written down or filled out on a worksheet.
These jingles are appropriate for the grade
level as they include recommended
vocabulary and terms that are associated with
first grade. No materials are needed to
implement the coin poems, however, a visual
poster of slide would be helpful for the
students to remember the poem. Repetition of
reciting the poem can also help the students,
but is not required. Real world connections
can be made with each poem due to the fact
that they discuss the value and characteristics
of each coin. If a student sees the coin outside
of school, they may be able to recognize the
coin based off of the jingle and the
characteristics included in the jingle. For
instance, if a student sees a penny, they may
be able to associate the “coppery brown” line
 Hooker 34

of the poem with the color of the coin. These

poems can be used with any formative
assessment that may be given during the
lesson, since the poems cover both value and
physical characteristics, which are both the
skills and learning goals needed to master the
standard. One formative assessment that may
be given that a student can use the respective
coin poem with would be the “Counting
Pennies” coloring formative assessment given
as morning work on day one. The students
would know to color the penny brown from
the poem and know that a penny is worth only
one cent.

Formative Assessments

Include an explanation of the formative

assessments used with each strategy discussed
above to measure student progress toward the
Learning Goal. Include the following in the

explanation:
Justify appropriateness for the content
and developmental level of students.
Describe the assessment and its
purpose.
Attach the formative assessments and scoring criteria as part of an appendix.
Hooker 35
“Hairy Money” allows students a creative
outlet to be able to associate the value of a
coin with the number of hairs it is given.
Since this is an introductory lesson for the
students, it is appropriate for their
developmental level and for the content.
The coin poems allow the students an
auditory way of learning the values and
characteristics of the coins. Songs, jingles,
and gestures are used for every subject in first
grade to help the students create connections
and build their knowledge and references for
certain standards. Since songs and jingles are
used on a daily basis at this level, the coin
poems are appropriate to use.
The “Hairy Money” formative assessment
asks students to find the value of each set of
coins and to draw hairs on the coins to help
them determine the value. The purpose of this
formative assessment is to determine if the
students are using the correct number of hairs,
the correct value of the coins, and if the
student is identifying the correct coin.
The coin poems are given as a resource for
students to use to answer problems regarding
coins and their values or characteristics. In the
formative assessment of counting pennies and
coloring the correct value of the pennies, the
students are able to relate the penny coin
poem to the worksheet. The students know
that a penny should be colored brown and that
its value is one cent.
Hooker 36
Hooker 37
Hooker 38
 Hooker 39

Analysis of Student Learning Task/Template

Once the unit of instruction is complete, you will collect data to determine the extent that
learning occurred. You should represent, analyze, and communicate assessment data including
pre/post assessments. Use visual representations and narrative to communicate the
performance of the whole class, subgroups, and/or an individual student. Analyze decisions
made regarding the instruction and assessment to determine the success of instruction.

Analysis of Student Learning Driving Question(s):

How did you measure content knowledge BEFORE planning and instruction?
How did you measure content knowledge AFTER planning and instruction?
What did your data tell you about the outcomes for your whole class?
What did your data tell you about your selected subgroup?
What did your data tell you about your targeted focus student?
How can you tell this story visually?
What would be your next instructional steps?

Introduction: write an introductory Before and after teaching a unit or lesson, it is

paragraph including:
a rationale for the importance of analysis
a summary of the assessment cycle
implemented
Include the timeline, number of students
included in analysis, learning goal targets for
mastery.
important to analyze the data that was
collected. The pre-assessment data allows an
educator to see if the chosen standard needs to
be introduced, addressed, or reviewed. The
post assessment data shows how well the
students understood the material being taught,
how well the students use strategies and
concepts to find a solution to a given problem,
and even to see if any part of the unit or
lesson needs to be retaught. Analyzing all
types of data including the pre-assessment
data, post assessment data, and all forms of
formative assessment data gives insight into
how well the unit was taught. The
pre-assessment was given before any part of
the unit was taught. Each day, the students
completed various types of formative
assessments during morning work and during
the daily lessons. At the end of the unit, the
students were given the post assessment to
determine how well they understood the
material that had been taught. The unit was
taught over a span of three days. All 21
students in the classroom were taught.
Throughout the lesson, three learning goals
 Hooker 40

were targeted including:

1. Students will be able to identify the
physical features of a penny, nickel,
and dime.
2. Students will be able to identify the
value of a penny, nickel, and dime.
3. Students will be able to use strategies
such as “Hairy Money”, to determine
the value and relationships of a group
of coins.

Visual Representation: Use technology (graphs/tables and other graphic representations) to

represent student learning from assessment data results. Create at least 3 graphs/tables from
the following lists to represent your data.
(Note: All choices can be from one category with instructor approval).
o

Whole group data: Pre-Assessment Data: (based on the data of

▪ Show whole group performance for 20 students)
each goal pre and post – mastery vs. non
mastery of Goal. (recommended)
Mastery Non-Mastery
▪ Show whole group performance for Learning 15 students 5 students
each goal, pre- and post-assessment, as Goal #1
a percentage of mastery of questions
within the goals. Learning 10 students 10 students
Goal #2
▪ Show whole group performance on each
assessment item comparing pre- to post Learning 13 students 7 students
assessment data. (recommended) Goal #3
▪ Show performance of the whole group on
each question. Post Assessment Data: (based on the data of
20 students)
▪ Show performance of whole
group on performance task, pre-
and post assessment. Mastery Non-Mastery

Learning 20 students 0 students

▪ Show performance of the Goal #1
whole group on types of
assessment items. Learning 17 students 3 students
Goal #2

Learning 16 students 4 students

Goal #3
 Hooker 41

Subgroup data: Pre-Assessment Data: (based on the 13 female

▪ Show subgroup performance for each goal students in the class)
pre and post – mastery vs. non-mastery of
Goal. (recommended) Mastery Non-Mastery

▪ Show subgroup performance for Learning 10 students 3 students

each goal, pre- and Goal #1
post-assessment, as a
percentage of mastery of questions within the Learning 6 students 7 students
goals. Goal #2

Learning 10 students 3 students

▪ Show subgroup performance on each group #3
assessment item comparing pre- to post
assessment data.
Post Assessment Data: (based on the 13
▪ Show performance of subgroup on each female students in the class)
question.
Mastery Non-Mastery
▪ Show performance of subgroup
on performance task, assessment Learning 13 students 0 students
items. Goal #1

Learning 11 students 2 students

Goal #2

Learning 11 students 2 students

Goal #3

Individual Student: Pre-Assessment Data: (based on data from

▪ Show individual performance for each student number 17)
goal on the pre- and post-assessment –
mastery vs. non-mastery of Goal. Mastery Non-Mastery
(recommended)
Learning No Yes
▪ Show individual performance on each Goal #1
assessment item comparing pre- to post
assessment data. (recommended) Learning Yes No
Goal #2
▪ Show the individual
Learning No Yes
performance group on
Goal #3
each assessment item.

▪ Show performance of individual on

performance task, pre- and
post-assessment. Post Assessment Data: (based on data from
student number 17)
 Hooker 42

▪ Show performance of the individual on

types of questions.
Mastery Non-Mastery

Learning Yes No
Goal #1

Learning Yes No
Goal #2

Learning Yes No
Goal #3

Analysis of Student Performance:

Describe, analyze, and evaluate student performance data to determine progress of

individuals and groups toward learning goals and identify differences in progress among
student groups.

o Describe the data represented on the tables Whole Group Data:

and/or graphs. - This data shows how the class as a
whole scored on both the
pre-assessment and the post
assessment. One can see that the
majority of the class showed mastery
towards differentiating between the
coins, learning goal #1. Half the class
showed mastery by determining the
value of a set of coins, while the other
half did not show mastery. From
learning goal #3 one can see more
mastered the skill but a high number
of students did not. Looking at the
post assessment, all students mastered
learning goal #1. There was
improvement between the pre and post
assessment for learning goals #2 and
#3, but there were a few individuals
that did not master the skill.
Sub-group Data:
- This data shows how the 13 girls in
the class scored on both the pre and
post assessment. From the

o Reflect on what the data mean
including progress of individuals and
student groups.
Hooker 43
pre-assessment, one can see that the
majority of the girls mastered learning
goals #1 and #3. One can also see how
a little less than half of the girls
mastered learning goal #2, while a
little more than half the girls did not
master the learning goal. From the
post assessment data, all the girls
mastered learning goal #1. The
majority of the girls mastered learning
goals #2 and #3, with a few girls that
did not master the goals.
Individual Student Data:
- From the pre-assessment, one can see
that the selected individual student
only mastered learning goal #2.
Student 17 did not master learning
goal #1 or #3 looking at the
pre-assessment data. However,
looking at the post assessment data,
the student made severe progress and
scored a perfect score on the post
assessment. The student mastered all
three learning goals after looking at
the post assessment data.
We can see from the pre-assessment that even
though some students mastered the learning
goals before the unit had been taught, there
were several individuals that did not master
the learning goals. After looking at both the
pre-assessment data and the post assessment
data of all three groups (whole group, sub
group, and an individual student), we can see
where improvements were made on the given
assessment after the unit had been taught. The
whole class ended up mastering learning goal
#1, meaning this goal was mastered in the
other two groups as well. As far as learning
goals #2 and #3, we can see that improvement
was made by all three groups from the
pre-assessment to the post assessment. This
means that the majority of the class was able
to correctly answer questions on the skill(s)
and concept(s) that had been taught during the
week.

o Identify differences in progress
among student groups.
o Discuss learning goal performance.
Incorporate contextual factors into the
explanation. Align analysis with
curriculum standards that you identified for
the learning goals.
o Draw meaningful conclusions from data
and report using both percentages and raw
data. o Identify trends and patterns in
student performance.
o Identify student misconceptions of content.
Hooker 44
From the groups of data, we can compare the
whole group data and the sub group data to
see how the two relate. After the post
assessment was given, 3 students had not
mastered learning goal #2 and 4 students had
not mastered learning goal #3. Looking at the
sub group data, we can see that 2 girls did not
master either learning goal #2 nor learning
goal #3. This shows that the girls in the class
had a harder time mastering the concepts and
skills included in learning goals #2 and #3.
The individual data allows us to see that he
mastered all three learning goals after taking
the post assessment.
Each group (whole group, sub group, and the
individual student) showed progress from
their pre-assessment scores to their post
assessment scores. Looking at the differences
in the learning goals, one can see that all the
students in the classroom were able to identify
the differences in the physical appearances of
all three coins and could accurately choose
the correct coin. We can see that some
students still struggled with identifying the
value of a select group of the same coins. We
can also see that some students still struggled
with the application of the value of a select
group of coins.
After looking at all the collected data, I can
see that 85% of the girls in the classroom still
struggle with learning goals #2 and #3. We
can see that 85% of the whole class still
struggles with learning goal #2 and 80% of
the whole group struggles with learning goal
#3. We can also see that the individual student
was able to master all three learning goals
after the unit had been taught to the entire
class.
One misconception that was accurate among
the missed questions relating to learning goal
#2 was that the students had written the value
of the individual coin, not the value of the
group of coins. For instance, instead of

Instructional implications from data: Use data to reflect on and evaluate
instructional practice.
o Reflect on and evaluate instructional
practice to inform future teaching.
o Identify small groups for specific
content/skills based on data
representations.
o Evaluate instructional practice in
terms of specific student needs that
were noted in contextual factors.
Hooker 45
writing 6 cents for a group of 6 pennies, the
students had written the value of 1 cent.
One instructional practice that I would inform
for future teaching would be the use of the
coin poems. The introduction of the poems
allowed the students to have something to
reference when answering questions regarding
a penny, nickel, or dime. Repeating the poems
on a daily basis allows the students to become
familiar with the physical characteristics and
the values of all three of the coins. I would
often hear the students reciting the poems to
themselves while solving problems regarding
the different coins. It was also a way to
engage the students with the standards due to
the fact that the class was filled with auditory
learners.
A small group math center that I had my
students complete during the week of the unit
was one of matching an item with a price tag
with the corresponding value of coins. For
instance if a student had chosen the teddy bear
item that was worth 35 cents, that student was
expected to match the card with the value of
35 cents using 7 nickels. This center allowed
the students to use multiple strategies such as
the “Hairy Money” strategy and an expo
marker, drawing the hairs on the laminated
cards as the students completed the activity.
The students could also use their coin poems
to help them identify the value of the coin.
Overall the students enjoyed engaging with a
math center that revolved around their
interests of what the items consisted of
(football, cake, puppy, etc.).
Some of the specific student needs that were
listed in the contextual factors involved those
of English Language Learners and one student
who is on a math EIP. These students took
value in the coin poems that were learned, and

o Discuss which goal the students made the
most learning gains and the goal students
made the least learning gains.
o Discuss which learning goal determined the
best conceptual understanding of content and
why.
o Describe 2 changes that could be made to
instruction and assessment for this unit if
you were to teach this unit again.
Hooker 46
in the hairy money strategy. Another factor
that helped these students was being given
coin manipulatives that showed them the
different sizes and colors of the coins.
The goal in which the students made the most
learning gains was that of learning goal #2.
Even though some students still did not
master this learning goal, 7 students had
mastered the goal from the pre-assessment to
the post assessment. The learning goal in
which the students made the least learning
gains was the of learning goal #3. Some
students did improve from the pre-assessment
to the post assessment, but this was the
learning goal that the most students still
struggled with after the post assessment had
been given.
I believe that learning goal #2 determined the
best conceptual understanding of the content.
In order to answer the question correctly that
related to learning goal #2, the students had to
have identified the coin correctly, as well as
the value of that set of coins. This gives the
best representation of if the skill was mastered
or not since it requires both the recognition of
coin and value of the coin(s).
One change that I would make to the
instruction if I were to teach it again would be
the practice of the concepts with an assorted
group of coins. Most of the practice that we
did as a whole group and as an individual
assignment focused on either one or two coins
individually. I believe that I could have
implemented the use of an assignment using
all three coins, instead of just one or two coins
per assignment. This would have allowed the
students more exposure to the concepts and
more practice with the value and
identification of the coins.
An assessment change that I would have
made for the pre and post assessment would
be allowing the students to use manipulatives

o Provide appropriate, logical, detailed
discussion of reinforcement and extension
activities of this unit.
Analysis of an Individual Student:
Choose a student to evaluate. Make connections to instruction, contextual factors, and
assessment design. Draw conclusions about the extent to which this student attained
learning goals in this unit.
o Portray and describe an individual
student’s data from pre-, formative,
and post assessments along with the
instruction and connection to
contextual factors.
Hooker 47
during the assessments. It is not fair to the
students to be able to use physical coins for
practice during whole group instruction and
individual practice, and not be able to use the
manipulatives on the assessments. Many
students create mental guides with the
physical coins that when the coins are taken
away, those guides are no longer present.
A reinforcement activity that I would do with
those students that are struggling would be a
small group “intervention” session. I would
create an activity for those students that
would allow them to identify the differences
in the coins and the differences in the value of
those coins.
For an extension activity, I believe it would be
of great interest to create a classroom shop
where the students could use coins to buy
different items from the shop. This would be a
great activity to do for those who have
mastered the learning goals, but also for those
struggling learners due to the fact they would
be able to collaborate with their classmates.
The individual student that was discussed
above in the pre and post assessment segment
will be the student discussed in this section
also. This student scored 63% on the
pre-assessment activity. After the assessment
was given, the student was able to complete
several formative assessments throughout the
week. These are the scores that the student
had received throughout the week of
formative assessments:
Formative Assessment #1: ⅙ or 16%
Formative Assessment #2: 8/8 or 100%
Formative Assessment #3: 6/6 or 100%
Formative Assessment #4: 8/8 or 100%
Formative Assessment #5: 6/6 or 100%

o Draw conclusions about the extent to
which this student attained learning goals
in this unit.
o Identify and address evidence of
student’s misconceptions of content from
assessment results from pre-, formative,
and post-assessments.
o Discuss how the formative assessments
helped you adjust instruction for the
individual student. Highlight any
collaborative efforts if used.
o Reflect on what could have been
done differently. Design a plan for
Hooker 48
Formative Assessment #6: 8/8 or 100%
Formative Assessment #7: 8/8 or 100%
Formative Assessment #8: 0/8 or 0%
Formative Assessment #9: 35/44 or 80%
This student began with only mastering
learning goal #2. This student ended the unit
mastering all three learning goals. This
student was actively engaged in the lessons
that corresponded with the unit and asked
questions as they were needed. This student
also fixed questions that were not correct the
first time and asked for help when he felt it
was needed. He strived to excel during each
of the lessons and it was proven from the
score of the post assessment that he had met
his goals.
A misconception that this student held while
identifying coins was between the difference
of a dime and a nickel. Since this was during
the pre-assessment, the student was already
informed of the size and characteristics of a
dime. The nickel would have been introduced
after the pre-assessment had been given. His
misconception was that dime was larger than
the nickel, but that both of the coins were
silver.
From the data pulled from this individual's
formative assessments, it was clear that the
student has not followed directions correctly.
This is a student who very often rushes
through his work and does not read what the
assignment is asking him correctly or fully. In
the case of the first formative assessment, the
student had colored in the value of a dime, not
a penny. As I noticed his mistake, I pulled
him aside and asked him to read me the
directions. He then understood his mistake
and did not hesitate to fix his worksheet. The
same process occurred for formative
assessment #8 and formative assessment #9.
Something that could have been done
differently for this individual, and the entire
 Hooker 49

next steps. class as a whole, would have been to verbally

read the directions as a class. Since most of
the directions given in 1st grade are oral
directions, or directions that are read aloud, it
would have made sense to do this for the unit.
The directions on both the pre-assessment and
the post assessment had been read aloud and
some of the misconceptions and missed
questions may have been eliminated if those
directions were read aloud as well.

Reflection of Teaching Practices Task/Template

Once you have evaluated your pre and post data and fully completed your entire TWS unit,
reflect on your performance as a teacher and link the performance to student learning results.
Evaluate the performance and identify future actions for improved practice and professional
growth.

Reflection of Teaching Practices Driving Question(s):

How much growth did you see from your pre to your post self assessment?
What areas of strength did you notice from your TWS experience?
What areas are you targeting for potential professional development?

Self-assessment of Intern Keys:

Include the self-assessment of the Intern

Keys that was completed before beginning
the TWS unit and complete the Intern Keys
 Hooker 50

self-assessment again after completion of the

TWS as a post-assessment.

Rate yourself on each indicator within each

standard using the level descriptions
provided.
Hooker 51

Identify teaching strengths:
Describe 2 of your teaching strengths as
they pertain to the self assessment of the
Intern Keys.
Provide one or more examples from
implementing the unit. Link the
discussion to student learning results in
the unit.
Hooker 52
Area of Strength #1:
One area of strength that I possess as an
educator is using formal and informal
assessments for diagnostic, formative, and
summative purposes. (Assessment Strategies,
5.4)
Before teaching my unit, I gave a summative
pre-assessment that allowed me to determine
where each of the students were in relation to
the unit standards. Each day, I gave the
students two formative assessments for
morning work, in which they were able to
show their understanding of multiple
concepts. Concepts that they could show their
understanding for was determining the value
of a group of coins, determining the quantity
of coins needed to create a given value, and
identifying the physical characteristics of a
given coin/set of coins. These daily formative
assessments allowed me to see which students
needed more explanation and practice with
the standard(s), and which students mastered
the standard(s). I made sure to give the
students formative assessments that prepared
them for the post assessment, which would be
given at the end of the unit.
Area of Strength #2:
The second area of strength that I possess as
an educator is modeling caring, fairness,
respect, and enthusiasm for learning. (Positive
Learning Environment, 7.3)
There were several times during the semester
in which I received comments from my host
teacher, supervising professor, and other
faculty in the building about my respect, care,
and enthusiasm for my student’s learning.
During one lesson in particular during my
unit, I introduced the concept of “Hairy
Money”. In order for the students to
understand the concept of the new strategy, I
 Hooker 53

was required to create a sense of “silliness”

within the classroom. The students learned
that a dime received two hairs, a nickel
received one hair, and a penny received no
hairs. In order for the students to remember
that the penny receives no hair, I referred to
the penny as a bald penny. The students loved
the silliness of calling the penny bald.
Therefore, when solving a problem as a class,
I made sure to put extra emphasis on the
penny being bald. This became an ongoing
joke throughout the lesson that brought joy
and enthusiasm to all of my students.

Identify areas of Professional Professional Development Area #1:

Development:
Based on the data from the self-assessment
and student performance on this unit,
identify 2 areas on which you need
improvement.
Discuss at least two types of professional
development for each identified area of
need.
One area of improvement that I have always
needed guidance and assistance with is that of
differentiating instruction. This has always
been a struggle of mine and I have always
either ignored the need of differentiated
instruction or have barely included it within
my lessons. Most of the time it would be in
the form of small group instruction or the
form of how an assessment is being given.

I believe that I could strengthen this area of

instruction by asking my peers and team
teachers ways in which they differentiate
instruction. As a student teacher, or as a
student who observed in the classroom, it was
rare to see instruction being differentiated.
This would only be seen in the form of small
group instruction by varying the difficulty and
needs of the group of students.

Professional Development Area #2:

Another area in which I have yet to find

myself accountable for is the of engaging in
activities outside the classroom intended for
school and student enhancement
(Professionalism, 9.7). As a student teacher, it
was never required of me to engage in outside
activities and this is an area in which I have
felt I have let my profession down. This
 Hooker 54

semester, I was able to go on a field trip with

the class I was student teaching in, and this
allowed me to receive insight on parent
communication, communication with
attraction owners/bus drivers, etc.

A way that I would want to enhance this area

of professionalism would be to engage in
more activities outside whether it is for
learning development or support for my team,
school, or students. I will hope to engage in
school events outside of the classroom and to
engage with my students in their interests
outside of the classroom.