Unit Work Sample Hick

SCHOOL OF EDUCATION CLAFLIN UNIVERSITY
UNIT WORK SAMPLE GUIDELINES
Successful teacher candidates support learning by designing a Unit Work Sample that employs a range of
strategies and builds on each students strengths, needs and prior experiences. Through this performance
assessment, candidates provide credible evidence of their ability to facilitate learning by meeting the following
standards:
The candidate uses multiple assessment strategies and approaches aligned with learning goals to
assess student learning before, during and after instruction.
The candidate designs instruction for specific learning goals, student characteristics and needs, and
learning contexts.
The candidate uses regular and systematic evaluations of student learning to make instructional
decisions.
The candidate uses assessment data to profile student learning and communicate information about
student progress and achievement.
The candidate reflects on his or her instruction and student learning in order to improve teaching
practice.
The candidate will create a Unit Work Sample to demonstrate its impact on student learning. The attached
template, which consists of several components, should be used to fulfill this requirement. Attach samples of
student work as an appendix.
Revised Fall 2013 ACEI/NAEYC 2010 Standards
EDUC 450: PROFESSIONAL CLINICAL PRACTICE

SCHOOL OF EDUCATION CLAFLIN UNIVERSITY
UNIT WORK SAMPLE TEMPLATE
Candidate: Kristen Myers

District: Richland one
Subject:
Cooperating Teacher: L. Stewart
Academic Year: Fall 2014

Grade Level: 2nd
School: Sandel Elementary

Dates of unit: from
to
Section I: Unit Title and/or Description:

Section II: Description of Students: Describe (1) the number of students, (2) demographics of the students, and (3)
any other special features or important information that you included in your Long Range Plan as you described your
students.
There are 22 students in the class. Of that 22 there are 9 female students and 13
male students. There are 2 Korean, 19 African American and one student of mixed
descent. There are 3 students who have been diagnosed as having ADHD, 1IEP, 2
ESOL, and 1 student who has been diagnosed as having behavior issues. 25% of
students are reading at or above second grade level and the remaining 75% are below
level. Many of these students require being read to. Two students moved by the end
of this unit and two more students enrolled.
Section III: Contextual Factors: Describe the contextual factors, including the (1) relevant student characteristics from
Section II, as well (2) as other factors related to the community, district, school, classroom or students, that are likely to impact
instruction and/or student learning with regard to the selected instructional unit. Include a (3) description of the ways in which
each of these factors will be taken into consideration during unit planning and instruction.
Being that there are so many students with a big range of ability levels I will have
them work in small groups based on ability level. Students with the lowest ability
level will work in a small group with me during our daily center time. When grouping
students I also kept in mind my ADHD students. When placing them in a group I
placed them with students that would be able to stay calm with them and not be
easily distracted if these students were to get off task. Reading levels are low among
students so most of our reading will be done aloud and as a whole group. There are
many resources available in the school and classroom for students that we will use to
help with instruction and to strengthen student learning. To help the ESOL students I
use the website Starfall to help build their reading skills. I then question them to see
if they were comprehending the material. There is not a lot of parent or community
involvement through-out the school and especially in the class. I will send work home
Revised
Fall 2013
ACEI/NAEYC
Standards
that will
require
parent2010
help
to try to increase involvement and student learning.
When planning instructional units I will take all of these factors into consideration to
Section IV: The Unit Plan

Section IV A: Major Unit Objectives (1) List the unit objectives and (2) indicate the corresponding state standards.
(Remember objectives must contain 4 parts: performance, product, conditions and criterion.)
Unit Objectives
Correlated
Standards/Expectations
95% of students will be able to comprehend stories

and determine their moral independently based on
text and illustrations in the stories that they read
alone and as a class.
RL.2.2 Recount
stories, including
fables and folktales
from diverse
cultures, and
determine their
central message,
lesson, or moral.
95% of students will be able to write detailed

narratives that include temporal words to signify
the sequential order of events that have taken
place or that are about to take place. These
writings should all end in a manner that the reader
will understand that it has ended.
W.2.3. Write
narratives, in which
they recount a wellelaborated event or
short sequence of
events, include
details to describe
actions, thoughts,
and feelings, use
temporal words to
signal event order,
and provide a sense
of closure
95% of students will be able to use temperature,

wind and forms of precipitation to describe the
weather to others. Students will also be able to use
different weather factors to predict future weather
2.E.2A.1 Analyze
and interpret data
from observations
and measurements
conditions.
to describe local
weather conditions
(including
temperature, wind,
and forms of
precipitation).
95% of students will demonstrate the ability to

understand and use base ten blocks and drawings
to represent numbers and use the correct
terminology when justifying their drawings.
95% of students will be able to add and subtract

single and multiple digit numbers with out using
drawings or base ten principles.
95% of students will be able to identify different

types of communities and determine what
resources people who lived in these areas had.
Students will then be able to use this knowledge to
determine the job opportunities these people
would have based off of their resources.
NBT.3
Read and write
numbers to 1000
using base-ten
numerals, number
names, and
expanded form.
NBT.5 Fluently add
and subtract within
100 using strategies
based on place
value, properties of
operations, and/or
the relationship
between addition
and subtraction.
2-1.3 Recognize
the features of
urban, suburban,
and rural areas of
the local region.
Section IV B: Unit Plan

Describe your instructional plan that is, the (1) sequence of steps that you need to follow if your students are to achieve the
unit objectives. (2) Describe the key instructional activities, strategies, materials and resources including instructional
technology), and indicate the unit objectives (numbered according to the order in which they are listed in Section IV A) that
are addressed.
SUBJECT: English Language Arts
Instructional Plan for the Unit

Activities/Strategies/Materials/Resources
The teacher will read different cultural

versions of various folktales. Students
and teacher will then discuss the events
that took place in the story and create a
chart of them. Students will use these
events to determine the moral or central
message of the story.
Students will read the story Head, Body

and Legs. Students will look and the
events in the story and discuss how the
characters responded to the events that
took place. Students will then take this
knowledge to fill in a cause and effect
worksheet. Students will practice and
strengthen this skill by playing a cause
and effect game online.
Timeline
2 weeks
1 week
1 week
The teacher will introduce the 5 Ws to
students and make connections as to
what each W correlates with on story
maps. The teacher will then conduct a
read aloud daily. Students will use hand
cut outs where each finger represents
one W and have students fill it in in
conjunction with the story they read that
day.
Unit Objective
Number(s)
RL.2.2
Recount
stories,
including
fables and
folktales from
diverse
cultures, and
determine
their
central
message,
lesson, or
moral.
RL.2.3
Describe how
characters in
a story
respond to
major events
and
challenges.
RI.2.1. Ask
and answer
such
questions as
who, what,
where, when,
why, and how
to
demonstrate
understanding
of key details
in a text.
Students will read the story Mr. Putter

and Tabby Pour Tea. The teacher and
student will then discuss what happened
in the story. The teacher will give each
group of students cut out strips with the
events that took place in the story.
Students will then place the strips in the
correct order. The class will discuss what
key words/ temporal words let them
know what order the strips were suppose
to be placed in. Students will then be
given a writing prompt about an event.
Students will create a graphic organizer
of the event that includes the temporal
words First, Next, Then and Lastly.
Students will then write a paragraph
using the graphic organizer describing
the event.
Integration of the Arts

Students will complete a diagram that
breaks down the hero, villan, characters,
settings, conflict, resolution, magical
components and a short summary of the
story. This diagram will go inside of
castle that the students will create from
construction paper and illustrate to go
along with the fairy tale of their choice.
Integration of Health
Students will discuss what they think
magical characters from different
fairytale stories would eat.
1 week
1 week
1-2 days
W.2.3. Write
narratives, in
which they
recount a
wellelaborated
event or short
sequence of
events,
include details
to describe
actions,
thoughts, and
feelings, use
temporal
words to
signal event
order, and
provide a
sense of
closure
RI.2.1. Ask
and answer
such
questions as
who, what,
where, when,
why, and how
to
demonstrate
understanding
of key details
in a text.
Integration of Physical Education

Students will act out their interpretation
of a given fairy tale. Students will then
answer questions about the story from
their classmates.
1-2 days
RL.2.2
Recount
stories,
including
fables and
folktales from
diverse
cultures, and
determine
their
central
message,
lesson, or
moral.
SUBJECT: Mathematics

Timeline
After introducing the base ten principles students

will use base ten blocks to physically represent
numbers. Once students have mastered this skill
students will then begin drawing pictures to
represent base ten principles. To strengthen this
skill students will complete a number of the day
format which will include writing a given number
in word form, expanded notation, separating
digits by place value, drawing the base ten
model, counting 1, 10, and 100 more than the
given number and 1,10,100 less of the given
number using base ten models. Students will do
this daily in their math journal.
2 weeks
Students will be given word problems daily.

Students and teacher will practice picking out
key terms in the word problems to help students
determine whether they need to add or subtract.
The class will create an anchor chart of these
words to be posted in the classroom. Students
will add and subtract using the base ten models
and ten sets as representation of the problems.
Once students understand this concept they will
begin doing them independently.
2 weeks
Unit Objective
Number(s)
NBT.3
Read and
write
numbers
to 1000
using
base-ten
numerals,
number
names,
and
expanded
form.
OA.1
Use
addition
and
subtraction
within 100
to solve
one- and
two-step
word
problems
involving
situations
of adding
to, taking
from,
putting
together,
taking
apart, and
comparing,
with
unknowns
in all
positions
(e.g., by
using
drawings
and
equations
with a
symbol for
the
unknown
number to
represent
the
problem).
Students will prepare for this unit by using self

made basic math fact flash cards. Students will
then review place value and learn to line up
addition problems accordingly. Students will
practice adding and subtracting multidigit
numbers by separating problems in columns
based on place values. To strengthen this skill
students will rotate math centers that include
different addition and subtraction stations which
include a flash card station, base ten station with
math problems on cards that should be worked
out with base ten blocks, word problem card
station and small RTI group for students who
need intervention.

Students will use drawings to represent and
solve word problems.
Students will use healthy snacks as
representations of base ten. They will use these
manipulatives to double numbers and as
manipulatives for word problems.
1 week
NBT.5 Fluently
add and
subtract
within 100
using
strategies
based on
place value,
properties of
operations,
and/or the
relationship
between
addition and
subtraction.
1-2 days
OA.1
1 day
NBT.3

Students will use themselves as manipulatives to
solve three digit math problems.
1 day
OA.1
SUBJECT: Science

Timeline
Unit Objective
Number(s)
Students will be given a month long calendar.

Students will be responsible for using symbols to
record the daily weather, which I will give them
time to do daily. Students will also complete
several projects which will include making a wind
sock and cloud model which will include each
type of precipitation. All resources will be
provided by the teacher except for a take home
project which is to make a rain gauge out of a
bottle.
4 weeks
2.E.2A.1
Analyze and
interpret data
from
observations
and
measurements
to describe
local weather
conditions
(including
temperature,
wind, and
forms of
precipitation).
Students will analyze the data that they collected

in the previous objective. Students will also learn
about the different types of clouds and how
clouds can help people predict the weather to
come. Students will make predictions of the next
days weather and the class will note this daily.
Students will also learn about the weather that
is associated with each season which will be
incorporated with their wind sock project.
3 weeks
2.E.2A.2
Analyze local
weather data
to predict
daily and
seasonal
patterns over
time.
2-3 days
2.E.2A.1

Students will create windsocks. The windsocks
will also include illustrations and facts about the
weather, activities and clothing during each
season.
Students will discuss how weather can affect the
food that people eat.
1-2 days
2.E.2A.2
1-2 days
2.E.2A.2

Students will fly wind socks to determine wind
directions.
SUBJECT: Social Studies

Timeline
Unit Objective
Number(s)
Students will watch a Brainpop jr video on the

different types of communities. Students will
create foldables based on the information that
they learn. Students will take the information
that they gain to determine what kind of
community they live in and do a short writing on
it. Students will then look at a map of South
Carolina and label the different regions with the
type of community that is there.
3 weeks
Students will learn about the various types of

landforms and how they are created through a
Brainpop jr video. Once students learn this the
class will discuss the resources that are available
in those areas for people who live there. The
class will then discuss where the people who live
there get things such as clothing, food and jobs.
Once students learn this they will be assigned
different regions on a map and get in small
groups to discuss the different resources they
believe are available in their given regions.
3 weeks
2-1.4
Summarize
changes that
have
occurred
over time,
including
changes in
the use of
land and in
the way
people earn
their living.
1-2 days
2-1.3

Students will create drawings of each type of
community.
2-1.3
Recognize
the
features of
urban,
suburban,
and rural
areas of
the local
region.
Students will discuss how landforms in different
regions can affect how the people who live there
get their food.
Students will role play the daily lives of the
people who live in different regions.
1 day
2-1.4
1-2 days
2-1.4
Reflect on the instructional plans for the units: How does this instructional plan (1) establish a balance between grade-level
academic standards and expectations and the needs, abilities and developmental levels of individual students? (2) Discuss
the strategies used to teach students on varying levels. (3) Discuss how you designed your instructional plan using students
characteristics, needs and learning contexts.
The instructional plan that I have discussed were actually determined as a grade level
with my team. The objectives used were based on the South Carolina 2nd grade pacing guide.
The activities planned were based on students ability levels and interest as to promote an
environment that promoted learning and sparked student interest. For each unit group activities
allowed time for students to come together and learn from each other. I grouped students so
that each group contained students of varying skill levels and styles. This allowed for all students
needs to be addressed and allowed students to self-correct themselves based off of the actions
and responses that the higher level students in their group gives. This allows students to clarify
some information that they are confused about. For students who have understanding learning
blocks, they will work in small groups with me.
Section V A: Unit Assessments List the key unit assessments.
Key Unit Assessments
Type of Assessment
(Check one for each assessment)
Teacher-Made
Commercially
(A copy of each teacher
Available
made assessment must be

attached to this plan.)
ELA W.2.3. Students will write a short narrative following the

reading of The Three Little Pigs. Students are to write about
how they would trick a wolf that was trying to eat them.
Students must include temporal words and place the events in
sequential order.
Science 2.E.2A.1
Students will take a multiple choice test about weather that is
provided by Brainpop jr.
Math NBT.3 & NBT. 5

Students will take an assessment created by me. Students
must show how they computed their answer.
Social Studies 2-1.3
Students will create foldables that include the three types

of communities. Students are to include an illustration of
each type of community and two written details about
each.
Reflect on the unit assessments: (1) How did you determine that your unit assessments are valid and reliable for all
students? (2) How did you use your prior understanding of students skills to plan your instruction?
I determined that these assessments were valid and reliable for all students by
keeping in mind students prior knowledge from previous units. When choosing
commercially available assessments I taught my lessons from the same source that I
got the assessments from to ensure that the same content that I taught would be on the
test. Using these resources allowed me to teach my students to the test. Students were
already prepared for the assessments because we had already answered the questions
on the test during the lesson. However, for the writing assessment I used a
commercially available grading rubric that I found that included all of the writing
conventions that we had been working on as a class. The Math assessment was teacher
made. I based the questions that I used on the objectives that we had been covering. I
worded the questions and instructions in a manner that I knew that my students would
understand. I also combined the objectives for the unit into one combined exam. I find
assessments before I teach units as to teach lessons in a way that will prepare students
for success when they take their test. I already know what specific content to cover and
what terminology to use so that my students will recognize those terms on their test.
Section V B: Assessments (1) Describe and attach the assessments for each unit objective. (2) Include descriptions
of any necessary accommodations. For each assessment, (3) include the evaluation criteria (i.e., describe and/or attach each
appropriate scoring rubric, observation checklists, rating scales, item weights and the like). (4) Attachments must be clearly
labeled to indicate their relationship to the elements in the table below.
Assessments
Unit Objective 1: Pre-Assessment(s)
Accommodations
Students will write short
narratives
on
different
writing prompts and use
temporal words.
Evaluation Criteria
Students had to underline
temporal words and partner
with a classmate to read
aloud and discuss if their
writing makes sense.
: Post-Assessment(s)
W.2.3.
: Other Assessment(s)
Students will write letters to I used a commercially
their
mothers
about available rubric.
something they learned in
school
using
temporal
words. My students who
have writing uses will use
premade
graphic
organizers
with
the
temporal words attached.
2.E.2A.1
Students
will
create
windsocks with pictures of
each season. This was an
accommodation for my
students
with
writing
blocks. The pictures gave
insight
into
students
understanding
of
each
season.
NBT.3
NBT. 5
Students were read the

word problems. I made a
multiple choice version of
the test for the resource
student.
I used a commercially
available rubric. Students
had to include a tree and
what the tree would look
like during each season.
The grades were given
according to the 2nd grade
grading scale.
Each test was graded for

work and accuracy. I used
the second grade grading
scale.
Each test was graded for
work and accuracy. I used
the second grade grading
scale.
Between the units students
completed exit tickets daily
so that I could monitor
student
progress
and
understanding.

2-1.3
Students will write morning

work topic about where
they live.
Students
will
create
foldables using pictures to
represent the factors of the
type of communities.
Students
were
graded
based on accuracy and
neatness.
Using
a
commercially
available
project rubric.
Section V C: After administering the pre-assessment(s), (1) analyze student performance relative to the unit objectives. (2)
Attach one or more clearly labeled tables, graphs, or charts that depict the results of the pre-assessment(s) in a format that
allows you to find patterns of student performance relative to each objective. (3) Summarize the results of the preassessment(s) and describe the implications of these results on instruction.
Section VI: Analysis of Student Learning)

Once you have completed the unit, analyze all of your assessments and determine your students progress relative to the unit
objectives. (1) Did the information increase your understanding of individual students performance?
(2) Attach clearly labeled tables, graphs or charts that depict student performance (strengths and weaknesses) for the entire
class, for one selected subgroup and for at least two individual students.
(3) For each visual representation, (3) provide a descriptive narrative that summarizes your analysis of student progress and
achievement.
(4) Finally, explain the ways in which you have assigned student grades (or other indicators of student performance), and
what were the overall results?
(5) Based on the overall results, did the students gain from this unit all that you expected? Why or why not?
(6) Include a description of the ways in which these results have been recorded as well as how and to whom they have been
reported.
II. Provide evidence to support the impact on student learning in terms of the number of students who achieved and make
progress toward the unit objectives.
Section VII. Reflection and Self-Assessment

(1) Reflect on and describe the relationship between your students progress and achievement and your teaching
performance.
When starting this unit, I failed to assess students basic math addition skills, reading
fluency/comprehension and the ability to pick out key terms in word problems. This unit required
that students have a strong foundation of those basic math skills to succeed. I attribute this lack
in my teaching performance to part of the reason that my students did not do well on my first
assessment. After noticing this I drilled students every day during center time on basic two digit
math equations and slowly transitioned this skill into three digit math. During morning work I
had students to choose strips of paper from a container that had different word problems on
them. Students had to then highlight the names, numbers and keywords that let them know
whether to add or subtract. For my students who could not read as well we would work in a
small group using the same problem we would read, highlight terms, and work out the problem
together on small dry erase boards. Also during the test, the students and I read the word
problems together while students followed with their finger. These re-approaching steps in my
teaching increased student assessment scores by almost ten points, increased students mental
math abilities, and increased students ability to comprehend word problems.
(2) If you were to teach this unit again to the same groups of students, (2) what, instructional decisions would you make to
improve your students performance? What specific aspects of the instruction need to be modified?
If I had to teach this unit to the same groups of students, I would have begun teaching
this unit by drilling students basic math skills and discussing terms used in word problems for
addition and subtraction first. Strengthening these two skills first would have helped students
succeed more in this unit. I assumed that students already knew these two skills. I did not take
into consideration that student reading fluency was low so comprehension would be low. Picking
out key terms helped them because those words became sight words for them which helped
them decode what the problem wanted them to do.
(3) What activities were successful? Which were unsuccessful? Give reasons based on theory or research as to why you
believe the activities were successful or unsuccessful.
During center time, students enjoyed and did well with the addition flash cards and money
cards. These activities were self-correcting and students could compare answers and make
logical deductions as to who came up with the correct response. The other two centers werent
as successful. The other two centers were grouping by tens/hundreds and the other was addition
word problems. These two centers failed because they were not self-correcting, did not have
clear instructions and I did not include the answer card in these centers. Students were
answering word problems and not able to check or be sure of what answer was correct.
EDUC 450
COMPONENT
UNIT WORK SAMPLE SCORING RUBRIC

TARGET (3)
ACCEPTABLE (2)
SCHOOL OF EDUCATION
UNACCEPTABLE/DEVELOPING (1)
DESCRIPTION OF STUDENTS
Description of Students
ACEI 3.1
NAEYC 1a
Contextual Factors
collaborating with
others and sources of
information
ACEI 3.5/NAEYC 5c
Contextual Factors
ACEI 3.5/NAEYC 3b
Contextual Factors
ACEI 5.2/NAEYC 2c
Describes students in-depth according to

ability, disabilities, ethnicity/race,
socioeconomic status, student interests and
other relevant school factors that could
impact student learning; list 5 or more
factors.
Describes students according to some

differences, lists at least 4 factors that could
impact student learning
Does not include at least three (3) types of

descriptions; displays minimal understanding
of addressing a variety of student needs.
Uses substantial information from

descriptions of the students to select
standards to meet students individual
differences and plan instruction and
assessment
Uses adequate information from the

descriptions to select standards to meet
students differences and plan instruction
and assessments
Fails to use the information from the

descriptions to plan instruction and
assessments to meet the needs of students
Data is collected from multiple sources,

including verbal, nonverbal and media, etc.
Uses at least three (3) types of sources to

collect data
Uses only one data source (records) to set

standards and plan assessments
Displays an understanding of the importance

of collaborative relationships with families,
school colleagues and agencies in the
community.
Selected sources show the importance of

collaborative relationships with families,
school colleagues, and agencies in the
community
Shows little or no importance of collaborative

relationships with families, school colleagues,
and agencies in the community
Overall Rating
UNIT PLAN
Objectives
ACEI 3.3/NAEYC 5b
Objectives
ACEI 3.2/NAEYC 5c
Objectives
ACEI 3.2/NAEYC 5c
All objectives are thorough, significant and

challenging, and are clearly stated and
correlated with the SC State standards
Objectives are challenging and are clearly

stated and correlated with the SC State
standards
Objectives are appropriate for the

development, prerequisite knowledge,
experiences, diversity, and other student
needs
Objectives are appropriate for the

development, prerequisite knowledge and
experiences, but are limited in diversity
All objectives contain performance, products,

conditions and criteria components
Objectives are measurable, containing 2-3

components
Objectives are not measurable.
Plans to assess each objective domain

through the assessment plan.
Plans to assess most of the objectives

through the assessment plan.
Does not plan to assess the objectives

through the assessment plan
Objectives are not clearly stated

Objectives do not address the development,
prerequisite knowledge, experiences, and
diversity, or other student needs
Overall Rating
Alignment with
Learning Objectives
SCORE
and Assessment
ACEI 4.0/NAEYC 3b
Alignment with
Learning Objectives
and Assessment
ACEI 4.0/NAEYC 3b
All assessments are congruent with

standards, content and cognitive complexity.
Assessments are congruent with the

standards, content, but have limited
cognitive complexity.
Assessments are not congruent with the

standards, content, or cognitive complexity.
Instructional Plan
NAEYC 5c
All content is paced and sequenced so that it

is covered in the allotted time
Content is paced that it is covered in the

allotted times, but there are some
sequencing issues
The content is not paced and sequenced so

that is covered in the allotted time
Instructional Plan
NAEYC 5c
All standards thoroughly display knowledge,

skills and dispositions
Standards are inclusive of knowledge, skills

and dispositions
Standards are not inclusive of knowledge,

skills, and dispositions
Instructional Plan
NAEYC 5c
3 or more activities relate to real world

experiences
2 activities relate to real world experiences
Activities do not relate to real world

experiences
Uses and justifies a variety of strategies to

teach students on varying levels, including
activities that require students to think
critically and solve problems.
Uses a variety of strategies to teach students

on varying levels, including activities that
require students to think critically and solve
problems.
Uses less than three (3) strategies; does not

accommodate the varying levels of students
or activities that require students to think
critically and solve problems.
Designs instruction for specific learning

standards using students characteristics and
needs for learning contexts.
Designs most of the instruction using the

standards, but fails to use students
characteristics and needs for learning
contexts
Attempts to design the instruction using the

standards, but the attempt lacks congruency
and fails to use students characteristics and
needs for learning contexts.
Overall Rating
Overall Rating
Selection of Strategies
for Varying Levels
ACEI 3.3/NAEYC 4b;4c
Design for Instruction
ACEI 1.0/NAEYC 5c
ASSESSMENTS
Knowledge of Students
Skills and Prior
Learning
ACEI 3.1
Multiple Assessment
Modes
ACEI 4.0/NAEYC 3b
Multiple Assessment
Modes/NAEYC 3b
ACEI 4.0/NAEYC 3b
Displays specific understanding of students

skills and prior learning that affect
instruction.
Displays general understanding of students

skills and prior learning that affect
instruction.
Displays no understanding of students skills

and prior learning that affect instruction.
All informal assessments are completely

aligned to the objectives
Informal assessments are aligned to

adequate portions of the standards
Does not use informal assessments
All formal assessments are completely

aligned to the objectives
Formal assessments are aligned to adequate

portions of the standards
Does not use formal assessments
Multiple Assessment
Modes
ACEI 4.0/NAEYC 3b
Multiple Assessment
Modes
ACEI 4.0/NAEYC 3b
Multiple Assessment
Modes
ACEI 4.0/NAEYC 3b
Uses more than one (1) authentic assessment

type
Applies an authentic assessment type
Does not use authentic assessments
Has rubrics for all performance tasks
Uses rubrics for most performance tasks
Does not use performance tasks
Plans substantially for student reflections
Plans adequately for student reflections
Does not plan for student reflections
All assessments are valid
Most assessments are valid
Assessments are not valid
All items or prompts are clearly written and

correct
Items or prompts are clearly written, but

exhibit minimal errors
Items or prompts are not clearly written
All directions and procedures are clearly

written and correct
Directions and procedures are clearly written,

but exhibit minimal errors
Directions and procedures are not clearly

written
Scoring Procedures
Explained(Eval. Crit)
ACEI 4.0/NAEYC 3b
Thoroughly, but succinctly, explains the

scoring procedures for all of the assessments
Adequately explains some of the scoring

procedures for the assessments
Fails to explain the scoring procedures for

any of the assessments.
Analysis of Student
Learning
ACEI 4.0/NAEYC 3b
Uses assessment data using graphs, charts,

tables, etc., to profile student learning and
communicate information about student
progress and achievement.
Provides an appropriate summary of

assessment data to explain student learning
and communicate information about student
progress and achievement.
Makes an inadequate attempt to summarize

or display student learning and communicate
information about student progress and
achievement.
Thorough and accurate interpretation is

provided
An adequate interpretation is provided;

contains few errors in accuracy
Interpretation is not accurate
Meaningful, appropriate, and data supported

conclusions are drawn
Meaningful and appropriate conclusions are

drawn with limited inclusion of data
Conclusions are not meaningful or supported

by data
Provides relevant and detailed hypotheses

for all achieved and unachieved learning
goals.
Provides generalized hypotheses for why

students met or did not meet the learning
goals
Does not provide hypotheses as to why the

students did not meet the learning goals
Uses ongoing analysis of student learning to

make instructional decisions.
Uses intermittent analysis of student learning

to make instructional decisions.
Provides no evidence of using an analysis of

student learning to make instructional
Overall Rating
Validity of Assessments
ACEI 4.0/NAEYC 3b
ACEI 4.0/NAEYC 3b
ACEI 4.0/NAEYC 3b
Overall Rating
Interpretation of Data
and Student Learning
ACEI 4.0/NAEYC 3b
ACEI 4.0/NAEYC 3b
ACEI 4.0/NAEYC 3b
Overall Rating
Instructional Decisionmaking
ACEI 4.0/NAEYC 3c
Effective Instruction
and Assessment
ACEI 4.0/NAEYC 3c
Effective Instruction
and Assessment
ACEI 4.0/NAEYC 3c
decisions.
Identifies successful and unsuccessful
activities and assessments
Identifies unsuccessful and successful

activities , but not assessments or vice versa
Does not identify successful or unsuccessful

activities or assessments
Provides plausible reasons (based on theory

or research) for both the success and lack
thereof
Provides plausible reasons to support why

activities and assessments were either
successful or not successful
Does not provide reasons to support the

success or nonsuccess of activities or
assessments
Includes substantial evidence of the impact

on student learning in terms of the number of
students who achieved and made progress
toward the unit objectives
Includes adequate evidence of the impact on

student learning in terms of numbers of
students who achieved and made progress
toward the unit objectives
Includes incomplete or no evidence of the

impact on student learning in terms of
numbers of students who achieved and made
progress toward unit objectives
Is easy to follow and contains minimal errors

in conventions or grammar usage.
Is easy to follow and contains numerous

errors in conventions or grammar usage.
Reflects adequately on his or her instruction

and student learning in order to improve
teaching practice.
Reflects, but does not adequately support

ways to improve teaching practice.
Overall Rating
Impact on Student
Learning
ACEI 4.0/NAEYC 3b
Clarity and Accuracy of Is easy to follow and contains no errors in

Presentation/NAEYC 6b conventions or grammar usage.
Reflection/Self
Evaluation
ACEI 5.1/NAEYC 4d
Reflects comprehensively on his or her

instruction and student learning in order to
improve teaching practice.
TOTAL
Unacceptable/Developing (1)
Candidate demonstrates a limited amount of the
attributes of the standard. Performance indicates that
few competencies have been demonstrated.
Acceptable/Meets (2)
Candidate demonstrates most of the attributes of the
standard. Performance indicates that the competency
has been demonstrated including examples, extension,
or enrichment.
POINTS
Target/Exceeds (3)
Candidate demonstrates all of the attributes of the
standard. Performance clearly indicates that the
competency has been mastered, including examples,
extension, and enrichment.

Unit Work Sample Hick

Transféré par

Informations du document

Titre original

Copyright

Formats disponibles

Partager ce document

Partager ou intégrer le document

Options de partage

Avez-vous trouvé ce document utile ?

Ce contenu est-il inapproprié ?

Droits d'auteur :

Formats disponibles

Unit Work Sample Hick

Transféré par

Droits d'auteur :

Formats disponibles

SCHOOL OF EDUCATION CLAFLIN UNIVERSITY

UNIT WORK SAMPLE GUIDELINES

Revised Fall 2013 ACEI/NAEYC 2010 Standards

EDUC 450: PROFESSIONAL CLINICAL PRACTICE

Candidate: Kristen Myers

Cooperating Teacher: L. Stewart

Academic Year: Fall 2014

School: Sandel Elementary

Section I: Unit Title and/or Description:

Section IV: The Unit Plan

95% of students will be able to comprehend stories

95% of students will be able to write detailed

95% of students will be able to use temperature,

Revised Fall 2013 ACEI/NAEYC 2010 Standards

95% of students will demonstrate the ability to

95% of students will be able to add and subtract

95% of students will be able to identify different

Section IV B: Unit Plan

Revised Fall 2013 ACEI/NAEYC 2010 Standards

SUBJECT: English Language Arts

Instructional Plan for the Unit

The teacher will read different cultural

Students will read the story Head, Body

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Students will read the story Mr. Putter

Integration of the Arts

Integration of Physical Education

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Instructional Plan for the Unit

After introducing the base ten principles students

Students will be given word problems daily.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Students will prepare for this unit by using self

Integration of the Arts

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Integration of Physical Education

Instructional Plan for the Unit

Students will be given a month long calendar.

Students will analyze the data that they collected

Integration of the Arts

Integration of Physical Education

Instructional Plan for the Unit

Students will watch a Brainpop jr video on the

Students will learn about the various types of

Integration of the Arts

Section V A: Unit Assessments List the key unit assessments.

Key Unit Assessments

made assessment must be

ELA W.2.3. Students will write a short narrative following the

Math NBT.3 & NBT. 5

Social Studies 2-1.3

Students will create foldables that include the three types

Revised Fall 2013 ACEI/NAEYC 2010 Standards

writing makes sense.

Unit Objective 3: Pre-Assessment(s)

Students were read the

Each test was graded for

Unit Objective 4: Pre-Assessment(s)

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Students will write morning

Unit Objective 5: Pre-Assessment(s)

Section VI: Analysis of Student Learning)

Revised Fall 2013 ACEI/NAEYC 2010 Standards