2.

0 Contextual Information
A.) This first grade classroom is live and filled with energy. The classroom has many different educational posters and the students work is on display throughout the classroom. There are twenty students in the class, ten being males and ten being females. Five are black, ten are white, three are Hispanic, and two are of another race. There are three students that receive services through ESL for reading. A group of students are reading mid second grade level (level 20 and 24), there are a group of students who are mid level (level 10) and there are a couple of students who are low. The students in this class learn through hands-on, visual, auditory, interpersonal, intrapersonal, and kinesthetic methods. B.) Within this classroom, there is one overly active student in the classroom that sits towards the back. Students that have a hard time focusing and behaving sit in the front of the teachers view. Other students that are well behaved are used as assistants to the other children who struggle with behavior. There is also one repeater, some receive after school assistance, some came from private school, and they all were previously in k-5. C.) Community Factor-(Community) indirect instruction would be the type of instructional strategy. I would teach about the different type of communities and relate it to the type of community that the students live in. The students would learn about the three different communities (Rural, Suburban, and Urban). They would then learn about the type of community they live in and would have to figure out if it is rural, suburban, or urban. This activity would enhance their knowledge on the type of communities in general and it would also provide them with information about their very own community. The students would be introduced to the topic by the reading of a non-fiction book about the different types of communities. We would have a reflective discussion on what the book was about and highlight the most important facts in the story about the types of communities. Direct instruction would also be incorporated with this learning activity by allowing the students to compare and contrast the three different types of communities. I would then have the students create an illustration of their community and the components that are apart it. School Factor-(Ethnic Breakdown) Being that Lakeview Elementary is a diverse school, I would incorporate the fact that there are many different ethnicities within the classroom. When students are completing assignments or group projects, I will make sure that there is some of each race in each group. That way each child will be exposed to a different race while learning at the same time. They will also be given the opportunity to assist their classmates with language barriers if need be.

2.1.1: Selecting a single Assessment

A. (Standard)-Identify a familiar area of the neighborhood or local community on a single map using the legend and basic map. (Objective)- The students will be able to look at a map key, cut, and paste symbols on the map to show where things are while using compass terms.

B. The students had to look at a map key, cut, and paste symbols on the map to show where things are. This assessment will allow them to become familiar with the directions North, South, East, and West. This assessment will also allow me to identify the students who understand the concept of map keys and symbols. Map keys and symbols are discussed in later grades and this lesson is beneficial for the students now. C. The rubric will have the numbers one, two, and three. If the student successfully placed each symbol in the correct place without assistance he/she will receive a three (met objective). If the students placed the symbols correctly with little assistance he/she will receive a two (met objective with assistance). If the student needed assistance in order to place symbols he/she received a one. Before the activity is completed, let students know that they are to do their best and I will be checking to see if they are listening or not. This way I wont really be informing them of the rubric, just indirectly.

Rubric Name: Student successfully placed each symbol in the correct place without assistance 2 Student placed the symbols (Somewhat met objective) correctly with little assistance 1 Student needed assistance (Did not meet objective) in order to place symbols 3 (Met Objective)

D. If students did not need assistance and completed the activity successfully, I know that they understood what was expected and understood the compass terms. Looking at their maps and seeing where they placed each symbol will allow me to see if they understood. As they complete the activity, I will walk around and check to see who completed the activity correctly. Once the maps are checked, I will score the maps based on the rubric.

2.1.2 Preparing Learners for the Assessment

A. For part of this assessment, I will use interactive instruction. There will be oral instruction given and a brief discussion before the lesson to review the compass terms. Interactive instruction is beneficial for this assessment because it keeps all the children involved and allows them interact with each other. Partner work will be incorporated as well. If a student needs help they have neighbors who are a little more advanced. B. Before this assessment we worked with North, South, East, and West in the big book. The big book focused on many other things but, compass directions were one of main things it discussed. Because I was completing my lesson using compass terms, I made sure I highlighted that information. I also had the students tell me what direction I was walking in the classroom in order to see if they understood. I showed the students a globe as well to explain the compass terms. At the carpet, we reviewed the compass terms as a class. C. The smart board will be incorporated in this lesson. I will use it to conduct this assessment in order to display a blown up version of what they are asked to do. The students will also be given a worksheet with a map on it. They will be required to color the pictures on the sheet.

2.1.3 The two Focus Students

A. Focus student one is my high student. Focus student one is highly independent and always gets her work done. Focus student one is always paired with a lowered leveled student to assist that student if it is needed. Focus student one is also determined and paces herself in order for her work to get completed. Focus student one is not easily distracted and always stays on task. Focus student two is my lower leveled student. Focus student two struggles when it comes down to completing work and tends to cry out of frustration. Focus student two is a Hispanic which probably makes it harder to get work done. Focus student two knows the work but, just does not want to get it done. Verbally expressing answers is definitely easier for him than writing the information out. B. Focus student one comprehends instruction easily when first given to her. This task was not difficult for her to complete. Focus student one could have done something differently. I could have had her construct her own neighborhood map and had her tell me where she placed each item using compass terms. Focus student two learns best with modeling and one on one instruction. With this

lesson, I made sure I incorporated that accommodation. Focus student two is a lower leveled student that struggles. I went to the students desk and gave the student one on one direction.

2.2.1: Analysis of the Assessment Data and Student Learning for the Whole Class
A. The students were asked to look at a map key, cut, and paste symbols on the map to show where things are while using compass terms. The rubric will have the numbers one, two, and three. If the student successfully placed each symbol in the correct place without assistance he/she will receive a three (met objective). If the students placed the symbols correctly with little assistance he/she will receive a two (met objective with assistance). If the student needed assistance in order to place symbols he/she received a one. The goal of the lesson was for each student to be able to understand the meanings of North, South, East, and West. Based on what they scored on the rubric will help me determine if the goal was met. B. For my pre-assessment, I asked the students three different questions. Therefore the students received a score out of three. I divided the number of questions they got right out of the number of questions total and that provide me with my pre-assessment percentage. The majority of the students could answer one of the two questions I asked during the pre-assessment. They struggled with either identifying what a map key was or telling me which way the compass terms were. If they answered one of two of the questions correctly they received a 1 out of 2 giving them 50% accuracy. If they could not answer any of the questions, they received a 0 out of 2 giving them 0% accuracy. The blue on the graphical representation signifies the pre-assessment score. For my post-assessment, I had the students follow oral instruction and scored them based on a rubric guideline. They received a three if they were able to place all symbols without assistance, two if they needed little assistance and one if they could not complete the task on their own without assistance. This allowed me to score them out of three giving me their post-assessment scores. If the students needed assistance in order to complete the whole lesson, they received a 1 out of 3 giving them 33% accuracy. If they needed little assistance, they received a 2 out of 3 giving them 67% accuracy. If they completed the lesson independently without assistance they received 100% accuracy. Most of the students improved with the post-assessment. They were able to place the symbols in the correct place with me giving those compass terms. The post-assessment is represented in red on the graph.

Student Number

2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

PrePost-Assessment Assesment 50% 100% 50% 100% 50% 100% 50% 67% 50% 100% 50% 100% 50% 100% 100% 100% 50% 100% 100% 100% 100% 100% 50% 100% 50% 67% 100% 100% 100% 100% 0% 33% 100% 33% 100% 100% 50% 100% 50% 100%

20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0% 20% 40% 60% 80% 100% 120%

Post-Assessment Pre-Assesment

C. The data-collection process was useful and effective because I made sure that the rubric guidelines aligned with the learning goals and it aided with the data-collection process. It made it easier for me to determine what students understood or needed better practice with this particular subject. It also allowed me to see how the students learn best and what instructional strategies I could use in the future to better assist the students learning. For example, I was able to see that my higher student, focus student 1, understood oral instruction and had no problem. This allows me to better construct activities for her based on the data collected. D. The interactive instructional strategy worked good for the most part except for the lower leveled students. Using this type of instruction allowed me to see what ways I could accommodate both the lower leveled and higher leveled students. With the lesson being hands on, it allowed those students that have a hard time paying attention get involved. They were able to color, cut, and glue which kept them busy. This method supported their kinesthetic learning style. For example, one of my students struggle with sitting still and paying attention. I noticed that because of this lesson, he was able to color neatly and he was most of all able to complete the entire lesson. E. Throughout the lesson, I gave the students directions as to where to place the symbol. They would frequently ask me if they were right. I would tell them to look back at their work and I would repeat the direction over again. They would review their work and make changes if they needed to without me telling them anything. Repetition of the directions allowed them to go through and analyze their own work.

2.2.2: Analysis of the Assessment Data and Student Learning for Each of the Two Focus Students
A. I learned that in using interactive instruction with Focus Student one, she was able to complete tasks without teacher assistance. I also learned that when modifying her instruction, I need to ensure that the work is challenging enough since she completes tasks in a timely manner. As far as Focus Student two, I learned that interactive instruction is not the best strategy to use. He would be better off with peer-tutoring or one-on-one instruction, based off of my observations. Because of his frustration level,

he would be paired with a higher level student or myself. Overall, both students met my expectations, and will be better assisted in the future based off of the data collected. For example, Focus student two got frustrated and struggled to complete the assessment without my assistance.
B. Because I made necessary modifications, I saw that the work provided for focus student one did not present a challenge. Focus student two did however improve because of the one-on-one instruction strategy. They both were able to learn and grasp the concept that was taught. C. The interactive instructional strategy was beneficial for my focus one student. She did an amazing job with completing the task and meeting the learning goal and expectation. However with focus student two, that strategy was not as beneficial for him. One-on-one instruction will be better for him in the near future. D. Throughout the lesson, I gave focus student one directions as to where to place the

symbol. She would frequently ask me if they were correct. I would tell her to look back at their work and I would repeat the direction over again. She, like all the others, would review her work and make changes if she needed to without me telling her anything. I would ask focus student two if he thought his placing of the symbols were right. If he felt as if they were incorrect, he would make the proper adjustments.

2.3.1: Reflecting on the Assessment for the Whole Class

A. Knowing how the students performed with this type of instruction will allow me to further improve the possible teaching methods. With selected students performing below average, instruction will be modified to suit them best. B. For the higher leveled students, interactive instruction would be reversed. The students would have to apply their learning by providing me with directions in order to complete a certain task. Not many modifications would be made for the lower leveled students. There would be more one-on-one incorporated. C. Using the smart board was a great idea. It kept the students engaged and wanting to participate. However, with instructional strategies, there would be more interactive instruction for the higher leveled and less for the lower leveled. I would pull lower leveled students aside to work one-on-one. D. Students could further demonstrate their achievement of learning goals by being given work that is a little more challenging, causing them to go beyond what they know and explore things that they dont.

2.3.2: Reflecting on the Assessment for Each of the Two Focus Students

A. Knowing how the two students performed with this type of instruction will allow me to further improve the possible teaching methods. With selected students performing below average, instruction will be modified to suit them best. One-on-one instruction will be the main focus as far as focus student two. B. For the higher leveled students, such as focus student one, interactive instruction would be reversed. The students would have to apply their learning by providing me with directions in order to complete a certain task. Not many modifications would be made for the lower leveled students. There would be more one-on-one incorporated. The interactive instructional strategy was beneficial for my focus one student. She did an amazing job with completing the task and meeting the learning goal and expectation. However with focus student two, that strategy was not as beneficial for him. One-on-one instruction will be better for him in the near future.

C. Using the smart board was a great idea. It kept the students engaged and wanting to participate. However, with instructional strategies, there would be more interactive instruction for the higher leveled and less for the lower leveled. I would pull lower leveled students aside to work one-on-one. D. Students could further demonstrate their achievement of learning goals by being given work that is a little more challenging, causing them to go beyond what they know and explore things that they dont.

Teacher Candidate: Deandrea Gibbs Subject/Grade: Social Science/ 1st P.M Feb. 25th

Lesson # 2 Date and Time of Lesson: 1:35

Learning Objective: The students will be able to look at a map key, cut, and paste symbols on the map to show where things are while using compass terms. (2)The students will be able to construct a classroom map with the use of compass terms. Alignment with Standards: 1-1.1- Identify a familiar area of the neighborhood or local community on a simple map, using the legend and basic map symbols. Developmental Appropriateness or Cross-curricular connections: The learning objective is developmentally appropriate for this grade level because in later grades they will be required to apply more in-depth information dealing with maps such as, geographic features including landforms, bodies of water, parks, etc. Assessment(s) of the Objectives:

Lesson Objective(s)

Assessment(s) of the Objective(s)

Use of Formative Assessment By using this assessment data, I will be able to identify the students who understand the concept of map keys and symbols. This is useful because the students will be provided with better practice to enhance their map skills.

The students will be able to Pre-Assessment- Ask students if they know what a map key look at a map key, cut, and paste symbols on the map to is and what it consists of. show where things are. (2)The students will be able to construct a classroom map using compass terms.

Objective 2 (if applicable)

(2)Ask students to tell me what directions are north, south, east, and west. During-Assessment- While students complete their map walk around and make sure they are putting the symbols in their correct places. (2) While asking students where my placement is in the classroom, make sure they are answering correctly. Post-Assessment- Students will be told to put certain symbols on specific parts of the map. (2) Review their map and check over to see if they placed the items in the correct place. Assessment for Objective 2

Accommodations: Students that need extra assistance will be partnered with the higher leveled students, this way both low and high students will be able to benefit from this lesson. The higher leveled students will receive more practice and the lower leveled students will be assisted by the more advanced. *High* For the higher leveled students I could have done something differently. I could have had them construct their own neighborhood map and have them tell me where they placed each item using compass terms *Low* For the lower student who struggled, I went to their desk and gave them direction one on one. They also had a partner to better assist them but, that method was not used.