1

Tuning Protocol

Maddie Bartlett

Rochester Education Department, University of Winona Rochester

Fa RED 414-01: First Six Weeks Clinical Practice

Dr. Bryan Matera

November 10, 2023

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Table of Contents

Context for Learning………………………………………………………………………………3

Educational Themes…………………………………………………………………...………..3-5

Classroom Practices……………………………………………………………………………..5-8

edTPA Lesson Plans………………………………………………………………………….11-19

Lesson Videos………………………………………………………………………………...19-21

Self-Analysis…………………………………………………………………………………21-24

Student Data and Analysis……………………………………………………………………24-26

Overall Reflection…..………………………………………………………………………...26-27
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Context For Learning

The district that I completed my first six weeks placement in is an urban pre-k through
12th grade district. I taught at one of three elementary schools within the district. The building I
was teaching in was built in 1934, and it shows its age. The building has been undergoing
construction for the past year and will continue to be under construction throughout this current
school year. The classroom that I have been conducting my student teaching in does not have
ceiling tiles, heat, or air conditioning. There were seven girls and twelve boys in the kindergarten
classroom I taught in. Most of the students are white, but there are four black boys and one black
girl. Of those, three of them have working IEPs. One of the girls has a social-emotional IEP, and
two of the boys have academic and social-emotional IEPs. The two boys with IEPs also receive
speech services. There is one boy without an IEP that also receives speech services. The two
boys with IEPs are on the autism spectrum. They require a lot of attention which can be difficult
during teachings as we did not have a SPED teacher or paraprofessional in the classroom during
all times of the day. There were no students receiving ELL services in the classroom I was
teaching in. Compared to the other two kindergarten sections, the classroom that I was in had the
most students and arguably the most behaviors or “high-flyers” as my cooperating teacher called
them. Having these behaviors in the classroom made it difficult to teach at times because I felt
like I always needed a decent percent of my focus on them to make sure the other students were
safe around them and they weren’t leaving the classroom. They also said “no” quite a bit which
made it difficult to help them even when I could give them one on one attention. Since the
students in my class were in kindergarten, they had not been assessed enough to tell if any of
them were gifted. Even so, there were three students that were possibly gifted, but not officially
decided yet. The variety of ethnic, racial, and academic level groups did not serve as a challenge
in the six weeks that I was in the classroom. If anything, I believe it was helpful to have these
different diversities within the classroom to help socialize the young students and learn early on
that there are people that are different from themselves.

Educational Themes

1. The social curriculum is as important as the academic curriculum.

One of the first things my cooperating teacher and I discussed before the school year began
was the importance of the social curriculum during the first five weeks of kindergarten. We
talked about how this aged group of children come into the kindergarten classroom without even
the guarantee of basic social-emotional skills such as eye contact or active listening let alone
problem solving or nonverbal communication. This proved very quickly to be correct as I began
getting to know each of the students in my classroom. The kindergarteners that had gone to
preschool were significantly ahead of those that had only gone to daycare. The kindergarteners
that had only previously gone to daycare were significantly ahead of those who had no sort of
structured socialization leading up to kindergarten.
In reading Yardsticks by Chip Wood, I learned even more about where I was to be expected
to meet students of this age group in their social-emotional journey and curriculum. According to
Wood, five-year-olds genuinely “depend on adult authority and want adult approval; like to help,
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cooperate, follow the rules, and ‘be good’; love having jobs to do in the classroom.” I noticed
this a lot with the younger five-year-olds in the classroom I taught in, especially with the
classroom jobs we had set in place. I noticed that the younger students in the classroom had a
harder time accepting that they won’t always get a job as compared to the majority of the older
five-year-olds in the classroom. Wood also said that “older fives may challenge adult authority
and seem oppositional at times”. I saw this at times with all the students, not just the older fives.
One other social-emotional development that Wood acknowledged in Yardsticks was that five-
year-olds “need consistent routines, rules, and discipline; respond well to clear and simple
expectations, such as “I will always ring the chime just once, which means put down what’s in
your hands and look at me””. I noticed that the kindergarteners in the classroom I was teaching
in did in fact begin responding better to their academics once they understood the routine and the
rules. Students that had experienced routine and rules similar to ours in preschool or daycare
adapted to the new classroom routine and rules/expectations more quickly than those that did
not.

2. How children learn is as important as what they learn; process and content go hand in
hand.
Being aware of how your students each individually learn best is a big task, but it’s
important that as a teacher, this is one of the first things you figure out about your students. In
older aged classrooms, students might be able to explain how they believe they learn best, but in
a kindergarten classroom, it is up to the teacher to figure it out for each and every student. In
order to do this, the teacher first needs to have a basic understanding of the three main learning
styles: visual, auditory, and kinesthetic. I noticed my cooperating teacher using all three for each
lesson during the first few weeks in order for her to better gage which ways help each student.
For example, for a math lesson, she would explain the concept with a PowerPoint for those that
might be more auditory learners. She would usually then have a video from YouTube for the
students to watch for those that are more visual learners (or she would demonstrate an activity
herself). Finally, she would always have some sort of manipulative for the students to utilize for
those that learn best from a kinesthetic style of hands-on learning. Manipulatives that were used
include unifix cubes, shoes, paper and scissors, etc. When discussing differentiated instruction in
class, we talked in small groups about how it’s unrealistic to cater to each individual student, but
after watching my cooperating teacher differentiate her lessons just slightly to better reach her
students, I understood that as a teacher, you aren’t creating 20 different lessons for your 20
students, but instead learning how they each learn and grouping those that learn in similar ways
together.
Another important lesson I learned during my six weeks student teaching in this
classroom was that sometimes students learn best from other students. There were multiple times
after a lesson was taught in large group setting, students were sent back to their desks to work on
a project or activity, and I watched students who understood the concept take it upon themselves
to help their peers sitting next to them if they weren’t quite getting it (or weren’t listening). Some
students would try to help others but end up just doing their work for them, so that was important
to watch for, but most of the time, these five-year-old kindergartners would walk their peer
through the project, activity, or concept step-by-step. My cooperating teacher was not a fan of
asking her higher level thinkers to help the students that struggled a little more because she does
not believe that that is the best use of their time. After she told me this, I looked into the concept
a little further and found that there is research to back this opinion up. Mikey D Teach even goes
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as far to say, “Our gifted learners do not thrive when we have them become tutors for other
students. This practice diminishes both their academic and their social-emotional needs.” I asked
my cooperating teacher about her opinion on her gifted students helping their peers without
being asked and she talked about how at this point in the school year with kindergarteners, she
was just happy to see that her students were forming relationships with each other in which they
felt safe and comfortable enough to ask each other for help and respectfully correct one another
if they see fit.

Classroom Practices

1. Morning Meeting

I think that a good morning meeting routine can set your students up for success for the
rest of the school day. In the kindergarten classroom I was in, our schedule unfortunately did
not always allow time for a full morning meeting. There were specials and assemblies and
special guests at least twice a week. My cooperating teacher and I talked a lot about our
observations we made on days that the schedule did not allow for a full morning meeting.
What we discussed was that we noticed the students were hard to keep on track for the entire
rest of the day if they didn’t have the time to reset and get into school mode right away.
There were always more behaviors on those days, overall, just lack of active listening skills,
and the need for twice as many reminders of expectations and rules.
I was put in charge of planning morning meeting after the first two weeks of school. My
cooperating teacher gave me very little direction to go off of (I believe this was done
intentionally as a learning experience) and my first few meetings flopped. I had a hard time
getting the students to engage and if I did get them all actively listening and participating, it
never lasted long. I ended up switching things up and
doing less (obvious) academics during this portion of the
day, and more connecting activities. By doing this, the
students got to know me and each other, and best of all, I
got to know them. I found a good morning song that we
all loved and the students would ask to play it again and
again. The song was Brand New Day by Danny Go!
After we sang and danced to this song right away at the
beginning of morning meeting, the kids had gotten most
of their wiggles out and they were ready to do the pledge
of allegiance together. Once this was done, the students
were always instructed to sit back down (which I noticed
they started remembering that we always sit after the
pledge because after the first week, I no longer had to
instruct them to sit down.) Once the kindergarteners
were all sitting, I would read the morning message while
pointing to each word as I say it. After this, we would
move into a fun activity to do as a class which was
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anything from passing a ball and sharing something you did over the weekend, or playing
“Doggy Doggy, Where’s Your Bone”.

2. Interactive Modeling

I was fairly familiar with interactive modeling before I began my first six weeks clinical
because of my experience being a para in a public preschool classroom and then teaching in a
private preschool classroom. The difference between what I saw in the preschool classrooms
and what I saw in this kindergarten classroom is how many more routines and expectations
there are to put in place in the kindergarten classroom. Because there is so much more going
on in the kindergarten classroom, there is a large need for interactive modeling or
demonstration. We needed to be able to move on from one task to another quickly, and the
fasted way to teach a five-year-old how to do something is for you to show them how to do it
first. The students are expected to learn so much in the first few weeks, especially in
kindergarten. One of the ways my cooperating teacher used interactive modeling was by
simply doing every single activity and/or project along with and in front of the students.
Another way she used interactive modeling was by having her and I act out probable
scenarios in front of the kindergarteners as if we were them. The First Six Weeks of School
textbook talks about interactive modeling in a kindergarten or first grade classroom as “to
teach the expectations for materials that should be used in a specific way, such as sharpening
pencils without disturbing others” (Responsive Classroom, 62). During my personal first six
weeks placement, I noticed and realized that this is exactly true, and the example given could
not be better fitting. Especially in a younger classroom such as kindergarten, where this is the
first school experience for some of the students, you can’t assume they know anything. Even
small things that might seem like common sense to you as an adult such as lining up in a
single-file line need to be taught, and using interactive modeling is the quickest way to get all
of these little but important things taught.

3. Collaborative Structures

In the kindergarten classroom I was student teaching in, a lot of the collaborative
structures were “taught” during their play time. I emphasized the word “taught” because this
was a student led time of the day and the content that they were learning was through their
own play. During this time, my cooperating teacher and I would spend time walking around,
joining their games and helping them connect what they were doing to academics and
standards. For example, if students were playing with unifix cubes, I might ask them if they
think they made a pattern or not. Another thing we would do during this time is help the
students play together. Sometimes we would notice two students playing the same thing on
their own, so my cooperating teacher or I would join them and give them the tools and words
to invite one another to play with them. At first, I assumed that once I walked away they
would fizzle out and go back to playing by themselves, but I couldn’t have been more wrong.
Not even once did that happen in the five weeks, I spent with them doing this. I listened to
them talk to each other and tell one another how they each wanted to play. They problem
solved things not looking right or fitting where they wanted together and even used academic
language that I had taught them such as “rhyme”, “pattern”, and I even heard some students
talking about letter sounds and syllables on their own time. I no longer had to walk around
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helping the students connect their play to academics because they were helping each other
connect. By the fifth and last week with them, the students had adopted the tools and words I
had taught them and were collaborating with peers during play time all on their own. They
had used what I taught them and created relationships that they didn’t have at the beginning
of the year, so I no longer needed to intervene in their play time to help them collaborate and
play together. The students were doing exactly what is discussed in The First Six Weeks of
School, taking turns and exchanging ideas with a partner all on their own.
Other ways students can use a collaborative structure is through things such as “think,
pair, share” or “turn and talks” that usually are initiated during large group time. My
cooperating teacher only used these teaching strategies a few times during morning meeting
because this particular class had a very hard time focusing after talking to a partner in large
group. My cooperating teacher told me that all classes are different and some years she is
able to incorporate partner sharing early in the year and other years, such as this year, she
needs to wait until later on in the year to really introduce it. There was one activity/project
that we partnered the students up based on skill level (academic and social skills) and the
whole lesson went beautifully. My cooperating teacher and I sat down before-hand and
discussed who should be partnered with who by looking at reading test scores and pairing
those with similar scores and levels together. We also looked at data we had made ourselves
about where each student seemed to be socially, and we tried to pair students that had
different levels of social skills so there weren’t two students with lower amounts of social
skills paired together. I think putting this much thought and data into the pairings is
ultimately what helped this activity/project be such a success.

4. Academic Choice

Academic choice is something that I strongly believe in but had never given much
thought to before this first six weeks clinical. It can be difficult to implement this teaching
style into a kindergarten classroom, especially so early on in the year, but my cooperating
teacher did a great job easing the students into it and demonstrating as much to me. The
biggest and most obvious example demonstrated in my classroom was flexible seating. Since
the students are still getting used to routine and learning new systems and processes, it’s not
ideal to have them choose HOW to learn. With this being said, students seem to thrive from
being given a choice, so giving them the choice of where to learn helps with their self-
confidence and seems to give them more motivation to learn as they feel like they are
choosing to. Later in in the six weeks I was teaching in this classroom, we began giving the
students more of a choice in what they did once they finished their work. They could either
practice writing their name, practice writing the alphabet, or they could take out their iPad
and work on their Reading Eggs app. Everyone in the class was then practicing their letters,
but in the way that they felt like it. I noticed that this helped with students who would
occasionally tell my cooperating teacher or I, “No”. If I told one of these kindergarteners to
write their name over and over on the back of their worksheet, there was a very slim chance
that that would actually happen and more than likely, these students would have thrown a
disruptive tantrum. However, when I would give these students the choice of three letter-
based activities, they would gladly write their name over and over on the back of their
worksheet, because THEY chose to.
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5. Problem Solving

My cooperating teacher was big on solving problems before they arise by being
proactive. I had a hard time mirroring this because it takes practice to foresee issues before
they happen while also trying to teach a lesson. I found that using positive reminders of the
expectations before beginning a lesson works very well and I would have significantly less
disruptions on the days that I would remember to do that. At the beginning of large group the
students are still able to focus and actively listen to the words coming out of my mouth. Once
they start showing disruptive behaviors, I have already lost them and the reminders I might
give them when they are at that point go in one ear and right out the other. Some things I
might say at the beginning of the lesson include, “Remember kindergarteners, blurts hurt.” or
“Remember kindergartners, in large group we sit crisscross with our hands in our laps.”.
Adding a positive reinforcement seemed to also help some of the students with shorter
attention spans. So, saying things such as, “I see Abby is sitting crisscross with her hands in
her lap, great job remembering the expectation, Abby!”.
Another problem-solving method my cooperating teacher used was to give the student a
choice. If they were having a hard time focusing, she might pull them aside and let them
know that the content they need to learn is very important so they can choose to either sit and
listen now or during play time. The consequence is then rewritten as a choice and it fits the
situation. Most of the time students would choose to sit and focus with the rest of the class
because they don’t want to give up their play time. There were a few times that a student
would choose to walk around instead of focusing or doing their work and after talking with
the student, they would explain that their head hurt or they were sad so they wanted to take a
break right then and do their work during play time. While this isn’t ideal for the teacher to
have to teach things twice, the student realized and communicated that they needed a break,
so in mine and my cooperating teacher’s eyes, the self-realization and self-regulation was
more important. The most important thing to remember when giving choices such as this is to
honor the choice that the student makes.

EdTPA Lesson Plans

edTPA Lesson Plan 1

Teacher Candidate Name: Maddie Bartlett
Grade & Subject Area: Kindergarten Math
Date for Planned Lesson: 10/3

Lesson Title Patterns

MN/CC State Standard(s)
- direct quote from MN
standards
documents
- if only focusing on one part
K.2.1.1 :
Identify, create, complete, and extend simple patterns using shape,
color, size, number, sounds and movements. Patterns may be
repeating, growing or shrinking such as ABB, ABB, ABB or ●, ●●,
●●●.
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of a given standard, underline

the part being focused upon
Central Focus Recognize, create, complete, and extend patterns.
- derived from standard,
- communicates general goal

Learning Target for this Identify and create different AB, ABB, and ABC patterns.
Lesson
- concisely says what students
will be able to know and do
- start with appropriate
language function (active
verb)
Academic Language (AL) a. Pattern, repeat
a. Domain-specific Acad
vocabulary b. Demonstrate, identify, model
b. General Academic
vocabulary c. If A is ___ then B is ___.
(words used in school across
d. In Lesson Part 1 and 3 Assessment (below), students will be
many subject areas)
asked to explain what a pattern is to their partner.
c. Syntax Sentence Frame:
Example sentence that
students can use to
accomplish target
d. Point in lesson where
students will be given
opportunity to use
Academic Vocabulary
(Note: It
is important that this
appear in TPA videotape
segments
Needed Focus learner(s) will accomplish the stated target, with the
modifications/supports assistance of one on one para, the added support of a sentence
a. Identify how some form of frame (visual), and interactive group/partner work.
additional support will be
provided for some aspect of
the lesson for given
student(s)
- visual, graphic, interactive
- reduced text, rewritten text,
fill-in the blank notes, word
banks
- graphic organizers, sentence
frames
Resources & materials PP slides, Pattern WS, Crayons, Little Red Hen book, origami
10
needed
Lesson Part
Phase 1
State Target & Activate
Prior Knowledge
a) Post the learning target
statement and indicate
whether the teacher or
student(s) will read it aloud
b) Engage students in
activity to elicit / build
prior background
knowledge
Phase 1 Assessment
Explain the plan to capture
data from this phase of the
lesson
Phase 2 Teacher Input /
Inquiry - Explain
procedures
- Demonstration the task
- Teacher think aloud
Phase 2 Assessment
Explain the plan to check
for understanding of
steps / procedures
demonstrated in this
phase
Phase 3 Guided Practice
- Paired/collaborative
work
- Teacher(s) may roam &
blocks, colored bears, crayons,
Activity description / teacher does Students do
Bell Ringer Activity: - Students sit in
- Teacher will begin by asking their carpet spots
students what a pattern is. Think and listen to the
pair share and document what they teacher.
know as a form of pretest. - Students will
Introducing Learning Target: participate in
- Read from the board, “We will be discussion when
able to identify an AB pattern with called upon and
help” during think pair
- “What kinds of questions do you share.
have about patterns?”
- What is something you want to
make with patterns?”
- The formative assessment for Phase - Students will
1 will be based off of participation participate in
in large group. large
- Teacher uses the popsicle sticks to group/discussion.
keep track of who they should call
on and encourage participation
from.
- Teacher will also write down
responses from students.
Teacher will read Little Red Hen. Teacher Students will
will stop at appropriate times to point out participate in large
patterns. Towards the middle of the book, group and pair
have students repeat the pattern or say with sharing
you. Teacher will ask individual students to
help figure out what animal comes next in
the book if they stick to the pattern. If
students are not too antsy, have them think
pair share for this as well.
Teacher will listen to students Students are actively
conversations with each other and correct engaged with their
when needed. partner and sharing
Teacher will watch for understanding in their knowledge on
their answers and discussions. what comes next and
why.
Teacher will split the class up into two Students will listen to
sections and give each section an animal. directions and then
Teacher will ask someone from each group participate in the
to come up with a movement such as clap large group activity.
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assist or stomp or spin. Teacher will have them

do their movement when teacher says their
animal name. Teacher will then take away
the animal name and replace it with an A
or B. Teacher will bring up students from
each group alternating to make an AB
pattern. Ask students to help figure out
which group should be next in line.
Phase 3 Assessment Teacher will be observing who is doing the Students are working
Explain the plan to check movements right away and who is with their partners on
for ability to apply watching for others to do it first. Teacher creating and copying
demonstrated will also use popsicle sticks to call on patterns. They will
steps/procedures during students and keep track of who gives raise their hand and
guided practice correct or incorrect answers. If student ask for help when
gives and incorrect answer, praise them for needed.
trying and correct them.
Phase 4 Independent practice Teacher will send students to their desks Students will use
- Individual student work with a WS to finish coloring in circles to their crayons and
make AB patterns. Teacher will walk color the circles in
around and assist students with this. and finish the AB
patterns.
Phase 4 Assessment Teacher will watch students create their Students will
Explain plan to check for own pattern and collect the worksheet complete their
ability to apply when theyre done to further evaluate where worksheet and turn it
demonstrated each student is at in their knowledge of into the front of the
steps/procedures during patterns. classroom.
independent practice

Phase 5 Restatement & Teacher will readdress the patterns we Students will pick a
Closure a) Restate talked about today and encourage students station to create more
learning target to continue creating their own at stations patterns at once other
b) Explain a planned once their worksheet is completed. work is completed.
opportunity for students Teacher will also encourage students to Stations include
to self-assess their look for patterns around the school and in origami colored
perceived level of their houses. blocks, colored chain
mastery for the target. links, unifix cubes,
and colored bears.
Phase 6 Summative Next
Steps 1. Wyatt: Yes OR No
Attach a class roster (first 2. Millie: Yes OR No
names only) with space 3. Mason: Yes OR No
to indicate for each 4. Amir: Yes OR No
student the needed next 5. Siena: Yes OR No
steps of instruction. 6. Summit: Yes OR No
7. Princeton: Yes OR No
8. Jace: Yes OR No
12

9. River: Yes OR No
10. Robert: Yes OR No
11. Maya: Yes OR No
12. Jaxon: Yes OR No
13. Duke: Yes OR No
14. Jesse: Yes OR No
15. Sebastian: Yes OR No
16. Ja’quell: Yes OR No
17. Lily: Yes OR No
18. Braxton: Yes OR No
19. Journee: Yes OR No

edTPA Lesson Plan 2

Teacher Candidate Name: Maddie Bartlett
Grade & Subject Area: Kindergarten Math
Date for Planned Lesson: 10/4

Lesson Title Patterns

MN/CC State Standard(s)
- direct quote from MN
standards
documents
- if only focusing on one part
of a given standard, underline
the part being focused upon
Central Focus
- derived from standard,
- communicates general goal
K.2.1.1 :
Identify, create, complete, and extend simple patterns using shape,
color, size, number, sounds and movements. Patterns may be
repeating, growing or shrinking such as ABB, ABB, ABB or ●, ●●,
●●●.
Recognize, create, complete, and extend patterns.

Learning Target for this Identify and create different AB, ABB, and ABC patterns.
Lesson
- concisely says what students
will be able to know and do
- start with appropriate
language function (active
verb)
Academic Language (AL) a. Pattern, repeat
a. Domain-specific Acad
vocabulary b. Demonstrate, identify, model
b. General Academic
vocabulary c. If A is ___ then B is ___.
13

(words used in school across d. In Lesson Part 1 and 3 Assessment (below), students will be
many subject areas) asked to explain pattern types (AB, AAB, ABB) to a partner.
c. Syntax Sentence Frame:
Example sentence that
students can use to
accomplish target
d. Point in lesson where
students will be given
opportunity to use
Academic Vocabulary
(Note: It
is important that this
appear in TPA videotape
segments
Needed Focus learner(s) will accomplish the stated target, with the
modifications/supports assistance of one on one para, the added support of a sentence
a. Identify how some form of frame (visual), and interactive group/partner work.
additional support will be
provided for some aspect of
the lesson for given
student(s)
- visual, graphic, interactive
- reduced text, rewritten text,
fill-in the blank notes, word
banks
- graphic organizers, sentence
frames
Resources & materials Unifix cubes, paper cut in strips, presentation slides, glue.
needed

Lesson Part Activity description / teacher does Students do

Phase 1
State Target & Activate
Prior Knowledge
a) Post the learning target
statement and indicate
whether the teacher or
student(s) will read it aloud
b) Engage students in
activity to elicit / build
prior background
knowledge
Bell Ringer Activity: - Students sit in
- Teacher will begin the lesson by their carpet spots
lining kids up in front of the class and discuss the
in boy, girl patterns. different patterns
Introducing Learning Target: they see teacher
- Read from the board, “We will be making,
able to create our own patterns - Students will
using paper chains.” participate in class
- “I’m creating a repeating pattern of discussion when
boys and girls. What do you think called upon.
this means?” - Students will
- “What comes next in this repeating connect the boy
pattern?” girl pattern to the
- “Is this the only repeating pattern patterns we made
that I can make with boys and yesterday.
14
Phase 1 Assessment
Explain the plan to capture
data from this phase of the
lesson
Phase 2 Teacher Input /
Inquiry - Explain
procedures
- Demonstration the task
- Teacher think aloud
Phase 2 Assessment
Explain the plan to check
for understanding of
steps / procedures
demonstrated in this
phase
Phase 3 Guided Practice
- Paired/collaborative
work
- Teacher(s) may roam &
assist
Phase 3 Assessment
Explain the plan to check
for ability to apply
demonstrated
steps/procedures during
guided practice
girls?” (AABAAB)
- The formative assessment for Phase - Students will
1 will be based off of participation participate in
in large group. large
- Teacher uses the popsicle sticks to group/discussion.
keep track of who they should call
on and encourage participation
from.
Teacher will go through slides and use Students will
physical manipulatives (students and unifix participate in large
cubes) and have full class and individual group and pair
students tell what kind of pattern is made sharing
and different ways to describe it. (boy, girl,
or yellow, red, or AB)
Teacher will have students think pair and
share with person next to them about what
the pattern is (AB or AAB or ABB) before
sharing out.
Teacher will demonstrate how to describe
the patterns by pointing and having
students call and respond.
Teacher will continue to repeat this process
with AAB and AABB patterns, having
students share with partner next to them
before coming up with the answer as a
class.
Teacher will listen to students Students are actively
conversations with each other and correct engaged with their
when needed. partner and sharing
Teacher will watch for understanding in their knowledge on
their discussions, writing names of those types of patterns.
that might need extra support.
Teacher will show the students what a Students will listen to
paper chain is and demonstrate how to directions and then
make one. Emphasizing where to put glue participate in
so that they make circles with the paper. discussion and call
Teacher will then ask students to help and responses.
decide which color paper comes next in the
paper chain to make an AB pattern.
The formative assessment for Phase 1 will Students are actively
be based off of participation in large group. engaged in large
Teacher uses the popsicle sticks to keep group.
track of who they should call on and
encourage participation from.
15

Phase 4 Independent practice Teacher will pass out orange and black Students will use
- Individual student work strips of paper (previously cut and their paper and glue
prepped) and have students get out their to create a paper
glue sticks. Teacher will instruct them to chain in the form of
create their own individual paper chains an AB pattern.
making an AB pattern. Teacher will walk
around correcting students that have made
any mistakes and watching to make sure
they are gluing correctly.
Phase 4 Assessment Teacher will watch students create their Students will
Explain plan to check for own pattern and have them bring their complete their paper
ability to apply paper chain to the teacher to check before chain pattern and turn
demonstrated setting it on the front table. If there is a it into the front of the
steps/procedures during mistake in the pattern, the teacher will classroom.
independent practice write their name and help them correct it
before putting it up front.
Phase 5 Restatement & Teacher will readdress the patterns we Students will pick up
Closure a) Restate have been talking about this past week and more colored paper
learning target encourage students to continue creating from the front and
b) Explain a planned their own paper chain patterns to bring bring it back to their
opportunity for students home and show their families. desk to make another
to self-assess their Teacher will also encourage students to paper chain pattern to
perceived level of look for patterns around the school and in bring home.
mastery for the target. their houses.
Phase 6 Summative Next
Steps 1. Wyatt: Yes OR No
Attach a class roster (first 2. Millie: Yes OR No
names only) with space 3. Mason: Yes OR No
to indicate for each 4. Amir: Yes OR No
student the needed next 5. Siena: Yes OR No
steps of instruction. 6. Summit: Yes OR No
7. Princeton: Yes OR No
8. Jace: Yes OR No
9. River: Yes OR No
10. Robert: Yes OR No
11. Maya: Yes OR No
12. Jaxon: Yes OR No
13. Duke: Yes OR No
14. Jesse: Yes OR No
15. Sebastian: Yes OR No
16. Ja’quell: Yes OR No
17. Lily: Yes OR No
18. Braxton: Yes OR No
19. Journee: Yes OR No
16

edTPA Lesson Plan 3

Teacher Candidate Name: Maddie Bartlett
Grade & Subject Area: Kindergarten Math
Date for Planned Lesson: 10/5

Lesson Title Patterns

MN/CC State Standard(s)
- direct quote from MN
standards
documents
- if only focusing on one part
of a given standard, underline
the part being focused upon
Central Focus
- derived from standard,
- communicates general goal
K.2.1.1 :
Identify, create, complete, and extend simple patterns using shape,
color, size, number, sounds and movements. Patterns may be
repeating, growing or shrinking such as ABB, ABB, ABB or ●, ●●,
●●●.
Recognize, create, complete, and extend patterns.

Learning Target for this Identify and create different AB, ABB, and ABC patterns.
Lesson
- concisely says what students
will be able to know and do
- start with appropriate
language function (active
verb)
Academic Language (AL) a. Pattern, repeat
a. Domain-specific Acad
vocabulary b. Demonstrate, identify, model
b. General Academic
vocabulary c. If A is ___ then B is ___.
(words used in school across
d. In Lesson Part 1 and 3 Assessment (below), students will be
many subject areas)
asked to explain pattern types (AB, AAB, ABB) to a partner.
c. Syntax Sentence Frame:
Example sentence that
students can use to
accomplish target
d. Point in lesson where
students will be given
opportunity to use
Academic Vocabulary
(Note: It
is important that this
appear in TPA videotape
segments
17
Needed
modifications/supports
a. Identify how some form of
additional support will be
provided for some aspect of
the lesson for given
student(s)
- visual, graphic, interactive
- reduced text, rewritten text,
fill-in the blank notes, word
banks
- graphic organizers, sentence
frames
Resources & materials
needed
Lesson Part
Phase 1
State Target & Activate
Prior Knowledge
a) Post the learning target
statement and indicate
whether the teacher or
student(s) will read it aloud
b) Engage students in
activity to elicit / build
prior background
knowledge
Phase 1 Assessment
Explain the plan to capture
data from this phase of the
lesson
Phase 2 Teacher Input /
Inquiry - Explain
procedures
- Demonstration the task
- Teacher think aloud
Focus learner(s) will accomplish the stated target, with the
assistance of one on one para, the added support of a sentence
frame (visual), and interactive group/partner work.
Unifix cubes, unifix cubes worksheet, seesaw lesson, presentation
slides, colored chain links, origami blocks, colored bears, crayons,
Activity description / teacher does Students do
Bell Ringer Activity: - Students sit in
- Teacher will begin a Seesaw lesson their carpet spots
introduction on patterns, along with and listen to the
the activity that goes along with it seesaw.
(creating workout patterns for the - Students will
robot to do using shapes that participate in
correspond to different workout online activity
moves.) when called upon.
Introducing Learning Target: - Students will
- Read from the board, “We will be connect the robot
able to create our own patterns seesaw pattern to
using colored cubes.” the patterns we
- “Did the animals make a pattern made yesterday.
with shapes and workout moves?”
- “Was it an AB pattern or an AAB
pattern?”
- The formative assessment for Phase - Students will
1 will be based off of participation participate in
in large group. large
- Teacher uses the popsicle sticks to group/discussion.
keep track of who they should call
on and encourage participation
from.
Teacher will go through slides and have Students will
full class and individual students tell which participate in large
color is hiding to finish the patterns. group and pair
Teacher will have students think pair and sharing
share with person next to them about what
18

the pattern is (AB or AAB or ABB)

Teacher will demonstrate how to copy
pattern onto paper with crayons, send them
to desks with paper, then show them a
pattern to copy down.
Phase 2 Assessment Teacher will listen to students Students are actively
Explain the plan to check conversations with each other and correct engaged with their
for understanding of when needed. partner and sharing
steps / procedures Teacher will watch for understanding in their knowledge on
demonstrated in this copying patterns from board to their paper. types of patterns.
phase

Phase 3 Guided Practice Teacher will pass out unifix cubes to desk Students will listen to
- Paired/collaborative and ask for students to work with person directions and then
work next to them (Physically show them who work with partner on
- Teacher(s) may roam & their partners are when passing cubes out) creating pattern and
assist and one person will make a pattern out of copying it down onto
cubes and the other will copy it down – their paper.
then switch.
Phase 3 Assessment Teacher will be walking around observingStudents are working
Explain the plan to check and helping where needed. Teacher will with their partners on
for ability to apply correct students that make mistakes by creating and copying
demonstrated reading their patterns aloud and asking patterns. They will
steps/procedures during them to find the mistakes. raise their hand and
guided practice ask for help when
needed.
Phase 4 Independent practice Teacher will prompt students to create their Students will use
- Individual student work own pattern on the last line of the unifix their crayons and
cube worksheet using two or three colors. color the last line on
their unifix cubes
worksheet with a
pattern of their
choice. AB, AAB,
ABB, ABC, or
AABB
Phase 4 Assessment Teacher will watch students create their Students will
Explain plan to check for own pattern and collect the worksheet complete their
ability to apply when theyre done to further evaluate where worksheet and turn it
demonstrated each student is at in their knowledge of into the front of the
steps/procedures during patterns. classroom.
independent practice

Phase 5 Restatement & Teacher will readdress the patterns we Students will pick a
Closure a) Restate have been talking about this past week and station to create more
learning target encourage students to continue creating patterns at once other
b) Explain a planned their own at stations once their worksheet work is completed.
19

opportunity for students is completed. Stations include

to self-assess their Teacher will also encourage students to origami colored
perceived level of look for patterns around the school and in blocks, colored chain
mastery for the target. their houses. links, unifix cubes,
and colored bears.
Phase 6 Summative Next
Steps 1. Wyatt: Yes OR No
Attach a class roster (first 2. Millie: Yes OR No
names only) with space 3. Mason: Yes OR No
to indicate for each 4. Amir: Yes OR No
student the needed next 5. Siena: Yes OR No
steps of instruction. 6. Summit: Yes OR No
7. Princeton: Yes OR No
8. Jace: Yes OR No
9. River: Yes OR No
10. Robert: Yes OR No
11. Maya: Yes OR No
12. Jaxon: Yes OR No
13. Duke: Yes OR No
14. Jesse: Yes OR No
15. Sebastian: Yes OR No
16. Ja’quell: Yes OR No
17. Lily: Yes OR No
18. Braxton: Yes OR No
19. Journee: Yes OR No

Videos

Parent Release Forms:

Parent/Guardian Consent to
Participate Videotaping

Dear Parent/Guardian:

I am a Teacher Candidate from Winona State University-Rochester. I am currently in my first

6- week student teaching experience in your child’s classroom. As part of my experience and
growth, I will be videotaping the class and my teaching in order to reflect and improve my
teaching skills. The videos will be for my own personal use and not posted or shared with
anyone else. I will not identify your child or use his/her name in any notes or assignments
20

submitted to the instructor.

It's a pleasure to work in your child’s classroom. I appreciate your support of my growth as
a teacher. If you would NOT like your child to be in any videos, please sign below and return
the form.

Sincerely,

(Teacher Candidate Signature)

CONSENT by Parent or
Guardian

I am the parent/legal guardian of the child named below. I understand the use of videotaping
of my child for the purpose described above.
I DO NOT give permission to include my child.

Student’s name:
Student’s School:

Signature of Parent or Guardian:

Date:
21

Video Segment 1:

Video Segment 2:
22

Self-Analysis

Self-Evaluation (part one)

Entire Videotape Observation: Circle the number that best reflects your perception
of your abilities and competencies as they relate to the totality of your videotapes.
1 Not observed 2 - 3 Area for Growth 4-5 Proficient 6 - Area of strength

1. Voice 1 2 3 4 5 6
2. Speech 1 2 3 4 5 6
3. Energy and Vitality 1 2 3 4 5 6
4. Eye contact with all students 1 2 3 4 5 6
5. Use of teaching aids (maps, board, etc.) 1 2 3 4 5 6
6. Class participation/engagement 1 2 3 4 5 6
7. Ability to hold interest of class 1 2 3 4 5 6
8. Amount of time you talked 1 2 3 4 5 6
9. Academic language used 1 2 3 4 5 6
10. Use of student ideas 1 2 3 4 5 6
11. Variety of questions asked (memory 1 2 3 4 5 6
convergent, divergent, evaluative)
12. Efforts to make lesson concrete 1 2 3 4 5 6
13. Use of directions 1 2 3 4 5 6
14. Use of praise or encouragement 1 2 3 4 5 6
15. Amount of pupil response to your 1 2 3 4 5 6
questions
16. Amount of pupil initiated talk 1 2 3 4 5 6
17. Class discipline 1 2 3 4 5 6
18. Class climate 1 2 3 4 5 6
19. Objective of lesson clear 1 2 3 4 5 6
20. Evaluation of teaching as a whole 1 2 3 4 5 6

Self-Evaluation (part two)

23

1. What are some of your personal idiosyncrasies? What can you do about them?
a. One thing I noticed was that I stood in front of the board where some students
couldn’t see. This is partly to do with how the room is set up and partly to do with
me just not being aware of my surroundings. I think now that I have seen that this
is a common occurrence, I will be able to be more conscious about where I am
standing and who needs to be able to see. Another thing that I noticed is that I
sometimes write my letters differently than the way we teach the kindergarteners.
While this is fine to do on my own, it’s important that I realize that I am doing it
in front of the students so I can correct myself. The students are always watching
and paying attention and even though the intent of the lessons I was teaching was
not on writing letters, this is of course always going to be an unintentional
teaching practice for them that they will pick up on.

2. What did you do at the start of each lesson to set the mood or climate for learning?
Looking back, would you do anything differently, and if yes, what, why and how?
a. Before each math lesson I like to recap what we had learned the previous day. I
always ask them to first think about it and try their hardest to remember, then I
ask them to whisper to the person sitting next to them what they remember to try
and reboot some more information, then I ask for volunteers to tell everyone what
we did. If there were any key points that they didn’t bring up, I would remind
them. I was always shocked by how much they remembered, and it was
interesting to see what details stuck with them. If I could go back and do
something differently, I would prepare more engaging PowerPoint slides.
Initially, I didn’t want to make extensive slides because I wanted to use more
manipulatives and stay off the smart board, but I realized afterwards that the
PowerPoint didn’t need to be the sole focus, but it does help catch their attention
and keep their attention if I make the slides more interesting and engaging.

3. Analyze the questions you asked of your students during each lesson. What do you notice
in terms of quality, levels, wait time, your responses to students, and their responses to
your questions?
a. I think I need to work on asking questions that have specific answers when
teaching a brand-new concept. Of course, it is good to have open-ended questions,
but with this age group and it being so brand new, I think simpler questions with
straight forward answers would be more beneficial. I also think I need to work on
having the students think pair share more often when I ask questions. I don’t think
I gave a lot of the students enough time to come up with a thought-out answer and
it might be beneficial for them to talk about it with a peer that is also learning the
concept for the first time. I also noticed that I didn’t give as much positive
reinforcement to students when they answer questions, especially if it was wrong.
I want them to answer more questions even if they are all wrong because they will
learn more if they are engaged on that level.

4. How well did you involve all students in responding and participating? Were there any
equity issues?
a. I think I did a pretty good job involving all of the students in the classroom. I used
24

popsicle sticks so everyone in the class would get a chance to share out or
participate once before anyone got to go twice. One issue that I came across a few
times was that I wasn’t asking a specific student to participate very often because
they couldn’t be in the video recording. I don’t think there were any equity issues
in my classroom teachings.

5. With what skills development or dispositional progress during your student teaching are
you most pleased?
a. I am most pleased with the amount of confidence I gained during these past six
weeks. I was so nervous to stand in front of the students and my cooperating
teacher when she first started handing some of the teaching over to me. I felt
embarrassed to break out of my comfort zone in front of other adults, but as soon
as I was up in front of the classroom, it felt sillier not to go all out than it did to
have fun and engage the students through my interactive modeling. I am nervous
and excited to see how much more my confidence in front of the classroom can
grow as I continue student teaching in front of older students.

6. In what areas do you still see room for growth and improvement?
a. I think as teachers, it’s important to keep a growth mindset in all aspects of your
teaching. With that being said, I think there is the most room for improvement in
my prep and lesson planning. I definitely made a lot of progress throughout this
first six weeks placement, but I still don’t feel all that comfortable reading
standards and turning it into a lesson or a string of lessons. I think with time, I
will accumulate more tools in my teacher belt, as my cooperating teacher called it,
and I will be able to come up with ideas for activities and projects more quickly
and effectively.

Student Data and Analysis

Carefully plan how you will determine student learning – both formative and
summative.
a. For the three math lessons that I taught, I worked with the
kindergarteners on the basic understanding of patterns. A few of
the students walked in the classroom with a little bit of
background knowledge on the topic, but most of the students had
never heard of patterns before. Because of this, I decided to start
with AB patterns using colors. The worksheet was done together
as a class and then I asked them to do it on their own so I could
see where they were at after one lesson on patterns. This
summative assessment includes the beginning of AB patterns that
the kindergarteners were expected to finish using their crayons.
25

Choose three students’ work – high, middle, and low -- and focus upon at least three
different assessments for each student. Write
a specific analysis of each student’s work.
Also, plan the next steps in instruction for
each pupil (written into an informal plan).

Student 1: Low Achieving

In the first lesson, this student was not able to
match the colors to the correct patterns. I had assisted
this student in the first one and their peer saw them
struggling and helped them with the last one. I also
noticed that this student had trouble coloring in the
lines and their AB pattern got messed up on the third
row down.

My next steps with this student was to revisit

AB patterns using manipulatives and one on one
assistance. I worked with this student during play time
the same day this worksheet/assessment was
completed.

Student 2: Achieving

In the first lesson, this student understood the

concept of continuing the pattern with new colors in
each row. The student had a hard time coloring within
the lines. The student also hadn’t quite grasped the
concept of an AB pattern, as you can clearly see there
is no rhyme or reason in the order of colors.

My next steps with this student was to revisit

AB patterns using manipulatives and one on one
assistance. I worked with this student during play time
the same day this worksheet/assessment was
completed.
26

Student 3: High Achieving

In the first lesson, this student was able to

continue each individual pattern which the correct
colors and in the correct order to continue the AB
pattern. The student colored within the lines at a high
level for their developmental age. This student also
self-corrected when they made a mistake in the second
row.

My next steps with this student was to talk

with them about ABC patterns using three colors. This
student finished before everyone else, so I had the
opportunity to teach this extended concept right away
and they worked on it on the back of the worksheet.

Overall Reflection

What did you learn about yourself through your student teaching experience and completion of
the tuning protocol?

Throughout my first student teaching experience and completion of the tuning protocol I
learned that I am more than capable of being in front of a classroom of students and teaching
them and forming relationships with them. However, I need a lot of practice with the background
stuff such as data collecting and data analyzing. As much as I thought I was prepared with all the
data and materials I needed to write my tuning protocol with ease, I didn’t have enough. I should
have taken more pictures of student data and assessments. I also should have reflected more on
the student data so I could have had a better understanding of how it was organized and utilized
in the classroom. I also learned that as nervous as I might have been to student teach, I was more
27

than capable. I just needed someone to give me a slight push and as soon as I was up in front of
the class, all of my nerves and doubts disappeared and suddenly nothing else mattered except the
students in front of me.

Based upon your reflection and analysis at the end of the connected lessons what three things
might you do differently if you taught this connected lesson segment again – and why? Think in
terms of preparation, differentiation, delivery, and assessment as you reflect upon your analysis
of the three connected lessons. Include next steps in your analysis as well.

If I were to reteach my three connected lessons, I would create more engaging PowerPoints. I
needed more prepped so that there was zero hesitation in my teachings. As soon as I would lose
my train of thought for even a second, it felt like I would lose the attention of a few students each
time. I noticed that there was a group of the students that caught on to the concept very quickly
and would have probably benefitted from something more challenging. Of course, not all of the
students would have been able to grasp a more challenging concept such as AABC patterns, so I
would need to find a way to differentiate either the large group lessons into small groups or
possibly an alternative assignment. The only problem I foresee with differentiating in the
classroom I was teaching in is that there’s only 25 minutes for the entire math section in the daily
schedule. One more thing I would change is the amount of formative assessments. Given the
small amount of time in the schedule, I had a hard time writing down observations for individual
students. Having more written summative assessments would be more helpful in tracking
individual student progress. I might also look into data tracking tools so that I have a paper with
a format easy and quick to utilize.