1

Tuning Protocol

For
RED 303, 403 and 414

Authored by :
Andreastar Traut

Course Instructors:
Dr. Bryan Matera
Table of Contents
 2

Context for learning ………………………………………………. 3-4

Educational Themes………………………………………………..4-6

Classroom Practices………………………………………………..6-11

edTPA Lesson Plans………………………………………………12-22

Lesson Videos……………………………………………………23-24

Self-Analysis……………………………………………………..25-27

Student Data and Analysis………………………………………27-28

Data Progress Tools……………………………………………..28-29

Overall Reflections………………………………………………29-30

Resources ……………………………………………………………31

Context for Learning

 3

The district that I did my first six weeks placement in is a rural k-12 district in northern

Minnesota. The district itself is quite small, as is the school I taught at. The Northwoods school

where I did my six weeks has a total of 522 students. That covers Pre-k through 12th grade. The

school has regular staff changes due to fluctuating class sizes.

Kindergarten has one tenured teacher. This teacher has been in the school for 13 years,

her job is always secured, the other kindergarten teachers is not, some years there are 35

kindergartners in the school, but other years there are less than 20.

This year there are 32 kindergarten students. In my class there are 16 students. I have 9

girls and 7 boys. I have 13 Caucasian students and 3 American Indian. No students need ELL

services. 3 are eligible for American Indian services but do not currently receive them.

The students in this area tend to be underprivileged. We have one student being raised by

grandparents. We have 3 students on IEPs One girl only for speech. One boy for behavior and

social/emotional. One boy for speech, social/emotional and behavioral. Both of the students with

behavioral markers should have a para assigned to their classroom, but there is a para shortage in

the school so there is no para in their room unless a para from a different grade is available for

the day.

This poses a challenge as a teacher. First because there are times when these

students need one on one assistance and there is not a para around. Second because

sometimes there is a para placed in the classroom, but the para is a change to the students

established routine.

There is a title one program to assist students who are behind. This is both helpful as a

classroom teacher and more complicated. On the one hand our students are getting the extra help
 4

they need, on the other hand, they are losing class time and the classroom teacher has to provide

the extra assignments.

The classroom I was in was an excellent environment for kindergartners to learn in. The

walls were not overly crowded, everything in the classroom was set up at a child’s level closely

following the teachings of Maria Montessori. The classroom had one wall of windows that

looked over an empty field. This allowed for few distractions while still giving the students the

nature light that they need.

Educational Themes

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

Educational theorists suggest that play is an important part of a child’s development. Maria

Montessori said, “Play is the work of the child.” When children are allowed to explore their

world through meaningful activities, they can learn an unfathomable amount about their world.

In a prepared environment, such as a Montessori classroom, children can both experience and

play at the same time. Social interaction at the elementary age level is important in forming

appropriate social emotional responses through adulthood. I believe that it is important to set

aside time specifically for undirected socialization. For the age group I am in that is playtime.

For an older student that might just be free time in the classroom.

When children socialize with one another it teaches the first part of cooperation skills. In order to

play together, children have to compromise with one another and assign roles to one another.

These skills will be used later on in life. It also teaches communication skills. We communicate

differently with our peers than we do with our parents and teachers.
 5

2. How children learn is as important as what they learn. Process and content

go hand in hand.

As a teacher I believe that it is important for me to recognize the different ways in

which children learn. Not everything is book and pen. Children can learn through videos

and games. I personally believe that Games are extremely important in the classroom

because they make learning an exiting competition.

In my opinion one of the best assignment ideas is think tac toe because it allows

children to work in the way that best suits them as individuals. Some children do not do

well with writing assignments, but can recite the information back to you. Some children

struggle to put their thoughts into words but can describe things accurately with pictures.

It is important for teachers to teach both the class and the individual. Every student needs

to feel like they are important in order to care about what they are learning. A teacher should

spend a few minutes a week speaking one on one with every student. A teacher also needs to

be aware of what her students need. One student may need a quite spot to work, while

another might work better standing up. A good teacher will teacher every student and

recognize that every student is different.

3. Knowing the families of the children we teach and intentionally working

with them as partners is essential to each child’s growth, academically,

culturally, and developmentally.

I believe that the very first thing any teacher should do at the beginning of the year is start

fostering a relationship with their students guardian. It can be something as simple as

shooting each parent a text of what was done at school and including a picture of them
 6

working. It is important for the guardians to be aware that we value their children, not just

our paycheck.

Individual conferences at the start of the year are a good way to establish a relationship

with each child’s primary caregiver. This allows us to address any immediate concerns that

the caregiver has and allows us as teacher to be aware of anything that is not expressed

through paper work. I.E. is the child shy, is there anything that the child is sensitive about,

does the child spend a lot of time with siblings?

Apps such as seasaw are also a wonderful way to keep a relationship with the students

families. This does not mean that we need to be sending a message to every students families

everyday, but even simple updates such as “Our kindergarten friends met Girzz the Grizzly

bear today!” are a great way to make families feel like they can talk to you.

These relationships are important because they let the caregivers know that their children

are valued. By establishing a relationship, we make caregivers comfortable coming to us with

questions or concerns. We make sure the caregiver is always the first to know when

something goes wrong or when things go right. By doing this we ensure an emotionally

secure environment for our students.

Classroom Practices

1. Morning Meetings

Morning meetings are important because they allow the teacher to set tone for the

day. They allow the teacher to show students that today is an exciting silly day, because it

is homecoming, or dr Suess week. Or today is a review day, “Friends who can tell me
 7

what our Northwoods grizzlies are?” students will respond that “They are respectful,

responsible and ready to learn.

Morning meetings are a good way to start to create a community among the

students. Part of the sharing time at first should be students recognizing what they have in

common. I.E, one student will say “I am a big sister” and all of the girls who have

younger siblings will say “me too” some of the boys will probably say “Me too” and the

teacher will say.

“Oh but a sister is a girl, but if you have younger brothers and sisters then you are

a big brother, lets go around the circle and talk about our brothers and sisters. The next

day it could be, “I love playing minecraft.” Any other friends who like that game will say

me too, and most likely at least one student will say, “Well I like playing Zelda”. These

little share times are a good way to start conversations among students.

Having a morning meeting sets a routine for the students. It is very important

especially for younger students to have a routine. A way for them to be prepared for what

is coming next. Having a morning routine relieves timing related stress both from the

students and the teachers.

Allow teacher to get control of the class first thing in the morning. Students can

be overactive and silly in the morning. By starting out the day completely under the

teacher’s control the teacher ensures that she is able to keep students focused on school

for the day.

Morning meetings step by step. The teacher says alright friends its time to put our

books away and come to the carpet for morning meeting. The students come and sit on

the carpet in a circle. The teacher says. “Okay friends lets start with our morning

greeting.” Students take turns saying hello to the neighbor on their right then on their left.
 8

Students then have share time. After share time there is always some kind of movement

game or song. After the movement break the students say the Pledge of Allegiance.

Students then sit down and teacher tells them the schedule and a kid friendly version of

the standards they will be learning that day.

2. Rule Creation

Creating rules ensures that students know what they should be doing. When students

do not have rules that they are made aware of they do not know how to act. When

students do not know what is expected of them, they tend to act out in order to express

themselves. By creating rules the teacher ensures that students know what to expect and

what is expected of them.

Rule creation allows the class to be structured, this assists the teacher with time

management. When students know what is expected of them. They spend less time being

silly and more time doing what is expected. This allows the teacher to have more teaching

time because she is not constantly having to stop and wait for students to stop and listen.

Rule creation also helps to ensure student and teacher safety. Rules like no sitting on the

tables keep kids from getting hurt. Rules like use your words keep teachers and students from

getting hit by students who are lashing out because they don’t know how it is acceptable to

express themselves.

Rule creation also helps to teach young children responsibility. The first thing a child

should ever be responsible for is themselves, but how can they do that without anything to

tell them what is responsible. The students first responsibility should be to follow the school

rules, moving up from there it would be things like doing classroom jobs.

3. Interactive Modeling
 9

Shows students what is expected of them. If students do not know what is expected of

them, how can you expect them to meet your expectations? You need to model the behavior

that you want to see. The same goes for the academic side of things. If children cannot see

how things should be done, how are they supposed to know what to do. As a teacher you

need to model the assignment for them.

Children are mimics. They learn best by watching and copying. Not just mimicking you,

but mimicking their peers, mimicking their older siblings, mimicking their parents. Children

need to by able to watch and copy in order to learn social behaviors.

Aside from mimicking in social situations, it is important to give your students the ability

to mimic you academically. One way to do this would be to do number 1 of the assignment

up on the document camera. Another way to do this would be to split lessons into two days.

One day you do you lecturing and you do an assignment on the smart board, then next day

you leave your assignment up and give them a similar one to do. This allows children to see

what you have done and how you did it. It gives them an idea of how to do it.

It is important to model the behaviors that you want your students to do as well. If you do

not do them your students are going to wonder, why should they do this for example,

when you are in line, you should be standing in line with a bubble in your mouth and

your hands behind your back. If you start this on day one, it is possible that you will

never have to tell you class how to walk in line, because they will be following what you

do.

4. Positive Teacher Language

Another classroom practice that I consider extremely important is positive teacher

language. Students respond better to complements than criticism. If you are constantly speaking
 10

to a child in a negative manor, either they will shut down and stop caring, or they will start to

have a negative image of themselves.

Instead of saying “you need to stay focused and stop being a distraction for your

classmates.” A teacher could say “Oh yes I like what you are thinking, but we are doing this right

now, that sounds really exciting though, will you tell me about it later?” Instead of saying “I am

disappointed in you, you have been making bad choices all day.” A teacher could say. “You

know, you seem to be having a bit of a hard day today, what can we do to make it an awesome

day tomorrow?”

This allows them to tell you what is wrong, and it makes them consider what needs to be

done to fix the problem. It lets them know that someone cares about them and teaches them to

consider their own actions.

As stated before, students are mimics. If we continually use positive language to build

our students up, they will build each other up. If we ask them to tell me more about it later and

make a point to talk to them later. They feel like they are important and they are likely to offer

the same interest to those around them.

5. Academic Choice

Another thing I would like to talk about today is the importance of academic choice for

students. At an age where every aspect of their lives are decided for them, children need to

have something they are in control of, or they are more likely to lash out. Academic choice

allows students to feel like they have control over something.

 11

Academic choice also allows students to learn I the way that is most beneficial for them.

Every student learns differently and by giving them a choice in what they are learning and

how they are learning it we are actually furthering their education.

The best example of this for me is my little brother. He could care less about school, he

thought it was boring and pointless and rarely did his work. He was moved to a school that

was focused on academic choice and suddenly he excelled. Suddenly he didn’t have to write

a ten page research paper. He could create an accurate diorama instead. He had to do all the

same research, but he got to show how he learned it.

6. Collaborative Problem Solving

The last classroom practice that I am going to talk about today is collaborative

problem solving. This is an important practice for both the students and the teachers. For

students this allows them to learn how to work together. It allows them to have someone

to compete with so they will work harder. It also gives them someone to help them when

they need help and for them to help. One of the best ways to make something stick in

your brain is to teach it to someone else. It is also worth mentioning that sometimes a

student will understand another students problem in a way the teacher will not. The

teacher is not in the same place mentally as the students.

For the teacher, it allows them to have some support from someone who knows

their daily struggles. It also gives them a partner to bounce ideas off of and compete with.

It gives them someone to go to for help with something they are unsure of and someone

to get ideas from.

edTPA Lesson Plans

 12

1. Math Lesson 1

edTPA Lesson Plan

To be implemented on Day # 28 of the Kindergarten Six Week Student teaching

Teacher Candidate Name: Andreastar Traut

Grade & Subject Area: Kindergarten, Math
Date for Planned Lesson: 10-17-22

*Examples are given in the right hand column. When submitting your lesson
plan, you may either replace the given examples or leave them intact.

Lesson Title Patterns

MN/CC State Standard(s) K.2.11

- direct quote from MN standards Recognize, create, complete
documents and extend patterns.
- if only focusing on one part of a
given standard, underline the part
being focused upon

Central Focus Create and recognize patterns

- derived from standard,

- communicates general goal

Learning Target for this Lesson

- concisely says what students will be Students will be able to identify patterns and create an ABAB pattern.
able to know and do
- start with appropriate language
function (active verb)

Academic Language (AL) Repeating

a. Domain-specific Acad vocabulary

b. General Academic vocabulary Patterns

(words used in school across many

subject areas)
c. Today we will be looking at repeating patterns.
 13

c. Syntax Sentence Frame: Example d. In Lesson Part 3 students will be asked to describe to a partner what the repeating
sentence that students can use pattern is and what comes next in the pattern.
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 modifications/supports Student will be allowed to work with the teacher, or he and his partner may move to the
back table if needed. Student may wear headphones while the students are doing number
a. Identify how some form of corner.
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 Patterns book. Pencil, red crayon yellow crayon, handout.

2.

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
Phase 1 Assessment
Explain the plan to capture data
from this phase of the lesson
Teacher will guide number corner introducing the idea of Number corner with the
repeating number patterns. Teacher will read the book teacher. Students will
“It’s a pattern.” And talk about patterns we see all around listen to book and talk with
us. teacher about patterns.
Teacher will ask if students can locate a pattern in the
classroom. Locating patters in the
classroom.
Ask students to try to find example of pattern and listen to Talk to peers and try to
their conversation. find a pattern around
them.

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
Phase 4 Independent practice
- Individual student work
Phase 4 Assessment
Explain plan to check for ability to
apply demonstrated
steps/procedures during
independent practice
Phase 5 Restatement & Closure
a) Restate learning target
14
Have assignment up on the board as well as Listen to teacher’s
students having their own copies. Describe an directions, follow along
example of an ABAB pattern. Explain that we will with the teacher.
be making our own pattern with two colors. Start the
pattern.
Check to see if students are with the teacher. Walk Finish coloring the first
around the classroom, correct misconceptions. part of the pattern.
Have students talk with partner about what comes Talk with partner about
next. what comes next with
partner.
Listen to the groups and correct misconceptions Work with partner to do
the next part of the pattern
Helping students Finish the pattern
Check individual answers on handout. Work with teacher if
anything needs correcting,
or turn papers in to their
basket.
Okay friends awesome job recognizing and creating Students will listen to
patterns today. teacher

b) Explain a planned opportunity
for students to self-assess
their perceived level of
mastery for the target.
Phase 6 Summative Next Steps
Attach a class roster (first names
only) with space to indicate
for each student the needed
next steps of instruction.
*This lesson plan is based on the work of David Denton (2013) with added modifications. An introductory
video to the basics of the plan is available at https://www.youtube.com/watch?v=-yCj7IMyWAQ.
Updated 1/2016
3. Math Lesson 2
edTPA Lesson Plan
To be implemented on Day #29 of the Kindergarten Six Weeks Student teaching
Teacher Candidate Name: Andreastar Traut
Grade & Subject Area: Kindergarten, Math
Date for Planned Lesson:10-18-22
15
Alright friends I want everyone to close their eyes. Okay, I Show teacher how
want to see three fingers if you think you have patterns
comfortable they are with
down super well, two fingers if you think you mostly have the subject matter.
it down, one finger if your not sure and no fingers if you
need more time on this.
Assessment Example: (3 columns on attached roster) Ascheron ….New Topic
Reteach, Extend Slightly, Transfer to new situation/topic Amelia…..Extend slightly
Annabelle…Reteach
Brooklyn…..New Topic
Evelynn…. Extend Slightly
Hannah….New Topic
Haven….Extend slightly
Keegan…..Extend slightly
Logan….Reteach
Liam……New Topic
Maren…New Topic
Maverick N…Extend
slightly
Maverick W….Reteach
Sage……New Topic
Ziess…New Topic
 16

*Examples are given in the right hand column. When submitting your lesson
plan, you may either replace the given examples or leave them intact.

Lesson Title Patterns

MN/CC State Standard(s) K.2.11

- direct quote from MN standards Recognize, create, complete
documents and extend patterns.
- if only focusing on one part of a
given standard, underline the part
being focused upon

Central Focus Create and recognize patterns

- derived from standard,

- communicates general goal

Learning Target for this Lesson

- concisely says what students will be Students will be able to identify patterns and create an AABB pattern.
able to know and do
- start with appropriate language
function (active verb)

Academic Language (AL) Repeating

a. Domain-specific Acad vocabulary

b. General Academic vocabulary Patterns

(words used in school across many

subject areas) c. Today we will be looking at repeating patterns.
c. Syntax Sentence Frame: Example d. In Lesson Part 3 students will be asked to describe to a partner what the repeating
sentence that students can use pattern is and what comes next in the pattern.
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 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
17
Student will be allowed to work with the teacher, or he and his partner may move to the
back table if needed. Student may wear headphones while the students are doing number
corner.
Patterns book. Pencil, red crayon yellow crayon, handout.
Activity description / teacher does Students do
Teacher will guide number corner introducing the idea of Number corner with the
repeating number patterns. Teacher will read the book teacher. Students will
“It’s a pattern.” And talk about patterns we see all around listen to book and talk with
us. teacher about patterns.
Teacher will ask if students can locate a pattern in the
classroom. Locating patters in the
classroom.
Ask students to try to find example of pattern and listen to Talk to peers and try to
their conversation. find a pattern around
them.
Have assignment up on the board as well as Listen to teacher’s
students having their own copies. Describe an directions, follow along
example of an AABB pattern. Explain that we will with the teacher.
be making our own pattern with two colors. Start the
pattern.

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
Phase 4 Independent practice
- Individual student work
Phase 4 Assessment
Explain plan to check for ability to
apply demonstrated
steps/procedures during
independent practice
Phase 5 Restatement & Closure
a) Restate learning target
b) Explain a planned opportunity
for students to self-assess
their perceived level of
mastery for the target.
18
Check to see if students are with the teacher. Walk Finish coloring the first
around the classroom, correct misconceptions. part of the pattern.
Have students talk with partner about what comes Talk with partner about
next. what comes next with
partner.
Listen to the groups and correct misconceptions Work with partner to do
the next part of the pattern
Helping students Finish the pattern
Check individual answers on handout. Work with teacher if
anything needs correcting,
or turn papers in to their
basket.
Okay friends awesome job recognizing and creating Students will listen to
patterns today. teacher
Alright friends I want everyone to close their eyes. Okay, I Show teacher how
want to see three fingers if you think you have patterns
comfortable they are with
down super well, two fingers if you think you mostly have
it down, one finger if your not sure and no fingers if you the subject matter.
need more time on this.
 19

Phase 6 Summative Next Steps
Attach a class roster (first names
only) with space to indicate
for each student the needed
next steps of instruction.
Assessment Example: (3 columns on attached roster) Ascheron ….New Topic
Reteach, Extend Slightly, Transfer to new situation/topic Amelia…..New Topic
Annabelle…Reteach
Brooklyn…..New Topic
Evelynn…. Extend Slightly
Hannah….New Topic
Haven….New Topic
Keegan…..New Topic
Logan….Extend slightly
Liam……New Topic
Maren…New Topic
Maverick N…New Topic
Maverick W…Extend
slightly
Sage……New Topic
Ziess…New Topic

*This lesson plan is based on the work of David Denton (2013) with added modifications. An introductory video to
the basics of the plan is available at https://www.youtube.com/watch?v=-yCj7IMyWAQ.
Updated 1/2016

4. Math Lesson 3

edTPA Lesson Plan

To be implemented on Day #30 of the Kindergarten Six Weeks Student teaching

Teacher Candidate Name: Andreastar Traut

Grade & Subject Area: Kindergarten, Math

Date for Planned Lesson:10-19-22

*Examples are given in the right hand column. When submitting your lesson
plan, you may either replace the given examples or leave them intact.

Lesson Title Patterns

 20

MN/CC State Standard(s) K.2.11

- direct quote from MN standards Recognize, create, complete
documents and extend patterns.
- if only focusing on one part of a
given standard, underline the part
being focused upon

Central Focus Create and recognize patterns

- derived from standard,

- communicates general goal

Learning Target for this Lesson

- concisely says what students will be Students will be able to identify patterns and create an ABCD pattern.
able to know and do
- start with appropriate language
function (active verb)
Academic Language (AL) Repeating

a. Domain-specific Acad vocabulary

b. General Academic vocabulary Patterns

(words used in school across many

subject areas) c. Today we will be looking at repeating patterns.
c. Syntax Sentence Frame: Example d. In Lesson Part 3 students will be asked to describe to a partner what the repeating
sentence that students can use pattern is and what comes next in the pattern.
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 modifications/supports Student will be allowed to work with the teacher, or he and his partner may move to the
back table if needed. Student may wear headphones while the students are doing number
a. Identify how some form of corner.
additional support will be
provided for some aspect of the
lesson for given student(s)
 21

- visual, graphic, interactive

- reduced text, rewritten text, fill-in the
blank notes, word banks
- graphic organizers, sentence frames

Resources & materials needed Patterns book. Pencil, red crayon yellow crayon, green crayon blue crayon handout.

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
Teacher will guide number corner introducing the idea of Number corner with the
repeating number patterns. Teacher will read the book teacher. Students will
“”city patterns”.” And talk about patterns we see all listen to book and talk with
around us. teacher about patterns.
Teacher will ask if students can locate a pattern in the
classroom. Locating patters in the
classroom.

b) Engage students in activity to

elicit / build prior background
knowledge

Phase 1 Assessment Ask students to try to find example of pattern and listen to Talk to peers and try to
their conversation. find a pattern around
Explain the plan to capture data them.
from this phase of the lesson

Phase 2 Teacher Input / Inquiry
- Explain procedures
- Demonstration the task
- Teacher think aloud
Have assignment up on the board as well as Listen to teacher’s
students having their own copies. Describe an directions, follow along
example of an ABCD Pattern. Explain that we will be with the teacher.
making our own pattern with four colors. Start the
pattern.

Phase 2 Assessment Check to see if students are with the teacher. Walk Finish coloring the first
around the classroom, correct misconceptions. part of the pattern.
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
Phase 4 Independent practice
- Individual student work
Phase 4 Assessment
Explain plan to check for ability to
apply demonstrated
steps/procedures during
independent practice
Phase 5 Restatement & Closure
a) Restate learning target
b) Explain a planned opportunity
for students to self-assess
their perceived level of
mastery for the target.
Phase 6 Summative Next Steps
Attach a class roster (first names
only) with space to indicate
for each student the needed
next steps of instruction.
22
Have students talk with partner about what comes Talk with partner about
next. what comes next with
partner.
Listen to the groups and correct misconceptions Work with partner to do
the next part of the pattern
Helping students Finish the pattern
Check individual answers on handout. Work with teacher if
anything needs correcting,
or turn papers in to their
basket.
Okay friends awesome job recognizing and creating Students will listen to
patterns today. teacher
Alright friends I want everyone to close their eyes. Okay, I Show teacher how
want to see three fingers if you think you have patterns
comfortable they are with
down super well, two fingers if you think you mostly have
it down, one finger if your not sure and no fingers if you the subject matter.
need more time on this.
Assessment Example: (3 columns on attached roster) Ascheron ….New Topic
Reteach, Extend Slightly, Transfer to new situation/topic Amelia…..New Topic
Annabelle…New topic
Brooklyn…..New Topic
Evelynn…. New Topic
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Hannah….New Topic
Haven….New Topic
Keegan…..New Topic
Logan….Extend slightly
Liam……New Topic
Maren…New Topic
Maverick N…New Topic
Maverick W….New Topic
Sage……New Topic
Ziess…New Topic

*This lesson plan is based on the work of David Denton (2013) with added modifications. An introductory video to
the basics of the plan is available at https://www.youtube.com/watch?v=-yCj7IMyWAQ.
Updated 1/2016

Lesson Videos

1. Parent Release Forms

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2. Lesson 1

https://www.youtube.com/watch?v=RymtXdVdWq4

3. Lesson 2

https://www.youtube.com/watch?v=M1gM_bguUHc

4. Lesson 3

https://www.youtube.com/watch?v=vfNaDgAx4JI

Self-Analysis

1. Self-Evaluation Part 1
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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

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20. Evaluation of teaching as a whole 1 2 3 4 5 6

2. Self-Evaluation Part 2

1. What are some of your personal idiosyncrasies? What can you do about them?

Some of my personal idiosyncrasies are that I don’t move around enough when I teach and that I

have trouble keeping some of my students focused on me while I teach. What I could do to fix

this is make it a point to keep moving while I talk and use my hands a bit more. I could also

move students that can’t stay focused to the front.

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?

At the start of math time I just tell my students okay friends its time for number corner. This lets

them know that it is math time then I correlate something about patters into number corner.

Looking back I would probably start by asking them to find a pattern and to keep it in their brain

until I ask for it.

3. Analyze the questions you asked of your students during each lesson. What do you

notice in terms of the quality, levels, wait time, your responses to students, and their

responses to your questions?

The questions that they asked tended to be simple questions. Most students did make a point to

ask some questions or make some comments. I was fairly quick to respond to questions and

comments.

4. How well did you involve all students in responding and participating? Were there

any equity issues?

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Students are involved and participating in every part of the lesson. There were no equity issues

that I was aware of.

5. With what skills development or dispositional progress during your student teaching

are you most pleased?

I am more comfortable in front of the classroom now. Also my teaching pace has improved

immensely.

6. In what areas do you still see room for growth and improvement?

I think that I still need to work on my ability to address individual students more often. And I

need to find ways to keep all students on task.

Student and Data Analysis

1. Carefully plan how you will determine student learning, both formative and

summative.

I will determine the students formative learning by listening to student conversations about

the patterns they can see. I will determine summative learning by looking at students papers

to see if they can create the pattern that I ask for.

2. Choose three students work, high, middle, and low, and focus upon at least

three different assessments for each student.

3. Write a specific analysis for each students work.

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High student: Writes numbers on the line. Writes correct number. Counts accurately.

Middle student: Does not write numbers on the line. Writes correct number. Counts

mostly accurately.

Low student: Does not write numbers on the line. Writes correct number some of the

time. Counts somewhat accurately.

4. Plan the next steps in instruction for each pupil written into an informal

plan.

High student: Move on to the next set of numbers. Move on from counting to level one

addition problems.

Middle student: Focus heavily on proper writing of the numbers. Focus heavily on one to

one counting. Not ready to move on to addition.

Low student: Reteach one to one counting and writing numbers. Work one on one with

the teacher for five minutes during every math class until caught up with classmates.

Data Progress Tools

1. Reading Based Data Progress Tool

Star Testing

2. Writing Based Reading Progress Tool

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3. Math Based Data Progress Tool

Star Testing

4. Behavior Based Data Progress Tool

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Overall Reflection

1. What did you learn about yourself through your student teaching experience

and completion of the tuning protocol?

I learned that I am way more comfortable working with kindergartners than I have been with any

other grade so far. I also learned that there will always be students that struggle with what you

are teaching, and there will be students who excel at everything. Both of these students need the

teacher’s attention. I learned that I am actually really good at sticking to a schedule and that it is

not as difficult as I thought to collaborate with other teachers.

2. Based upon your refection 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 connected

lesson. Include next steps in your analysis as well.

If I taught this lesson again the first thing I would change, is I would add in a movement

break during the lesson. I did not think that it was important because P.E is after number

corner, but they really can’t do 45 minutes without a movement break. It is not fair to them.

The second thing that I would do differently is I would have students start math time by

taking out the tools that they would need, this would save me several minutes later and

lessens the risk of students losing interest during the transition. The last thing that I would

change is I would have he students be making patterns on their white bords while I am

reading the book.

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Resources

Tuning Protocol By Rachel Hansen

Lesson Plan template by David Denton