Unit Work Sample - Revised 2015 - Ec Elem

SCHOOL OF EDUCATION CLAFLIN UNIVERSITY
UNIT WORK SAMPLE GUIDELINES EARLY CHILDHOOD & ELEMENTARY
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 2015
EDUC 450: PROFESSIONAL CLINICAL PRACTICE

SCHOOL OF EDUCATION CLAFLIN UNIVERSITY
UNIT WORK SAMPLE TEMPLATE EARLY CHILDHOOD AND ELEMENTARY
Section I:
Candidate: Joy Pollock
Cooperating Teacher: Mrs. Ihekweazu
Academic Year: Spring 2016
District: Orangeburg Consolidated District 5 School: Whittaker Elementary School Grade Level: 2nd
Subject: Science
Dates of unit: from 01/25/ to 04/19/16 (usually about a week)
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. Dont forget to include how you obtained your information about the students.
In Mrs. Iheweakzus class, there are thirteen boys and eight girls. All of the students in the class are of African American descent.
This information was gathered from observing the students and conversations with my mentor teacher and students. There are
three students in the class with disabilities. I gathered this information through: observation of students, conversations with my
mentor teacher and the resource teacher, talking with parents of children at parent teacher conferences, student records, and
student IEPs. There are six students in this class who are reading below second grade reading level. The rest of the students are at
least on a second grade reading level and higher. The information was given from my mentor teacher, which she received through
school records on the internet. After handing out a student interest inventory sheet, I determined that the boys favorite sports were
football and basketball. The boys favorite team was the Carolina Panthers. Next, I found out that most boys enjoy playing with their
Xbox 360 or other video games. Most of the girls said they enjoyed playing Uno and board games like Sorry. They enjoy watching
television more than video games. The girls also like to dance and have girl talk with their friends.
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
to the
instructional
a (3)
description
ofgirls
the
in
Gender willwith
impactregard
the way that
I planselected
lessons, as well
as instruct my unit.
students.Include
While I have
thirteen
boys and eight
in ways
the
which
each
of
these
factors
will
be
taken
into
consideration
during
unit
planning
and
classroom, I will ensure that I incorporate interests of both boys and girls, instead of being bias to boys because there are more. I
instruction.
will make sure that girls take an active role in math and science classes, especially given boys tendency to be more assertive in
such settings. Researchers have found that females are generally more extroverted, anxious, and trusting; are less assertive; and
have slightly lower self-esteem than males of the same age and background. Females verbal and motor skills tend to develop
faster than those of males. (Berk, 2012, 2014; Sadker &Silber, 2007) I will make sure that I call on boys just as much as girls to
answer questions or help out in the classroom. While doing this, I have to ensure that I do not call on boys more than girls, since
there are thirteen boys and eight girls and the chances of that happening are high. All of my students are of African American or
Black descent. I have to make sure that I am individualizing instruction as much as possible. I will try to ensure that my students
understand that they are unique and special in their own way. Therefore, I will do my best to meet their individual needs and not
generalize instruction for my students just because I have students of the same race and culture. Since my students are all at
different reading levels, I am going to provide multiple means of instruction and assessments for my students in the reading
content area. I will incorporate multiple types of intelligences when planning lessons and activities for students to do. It is
important that this is done, because all children learn differently so teaching only a few learning styles is not beneficial to all. The
above student data is especially significant, because I have to accommodate my learners with disabilities. Instruction needs to be
explicit and clear for them, as well as planning appropriate accommodations for these students. Understanding students likes and
dislikes will help me to relate content material to what I plan to teach. Seeing their favorite television character or sports player on
a worksheet or PowerPoint in Math may engage the child more. I will plan for my lessons to be rigorous, physical, and fun. Since
Revised
2015
most of my
students enjoy physical activity and sports, I will incorporate some forms of kinesthetic in my lesson. Although I want to
incorporate as much fun as possible, I will ensure lesson content is rigorous and challenging. My goal is to incorporate all learning
styles and intelligences when planning my lessons to meet the needs of all my students.
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.)
Correlated
Standards/Expectations
Unit Objectives
ELA 1: Determine meaning and develop logical interpretations by making predictions,
inferring, drawing conclusions, analyzing, synthesizing, providing evidence, and
investigating multiple interpretations.
Standard 5
ELA 2: Read independently and comprehend a variety of texts for the purposes of reading
for enjoyment, acquiring new learning, and building stamina; reflect and respond to
increasingly complex text over time.
MATH 1: Select and use appropriate tools (e.g., rulers, yardsticks, meter sticks, measuring
tapes) to measure the length of an object.
MATH 2: Solve one- and two-step real-world/story problems using addition (as a joining
action and as a part-part-whole action) and subtraction (as a separation action, finding
parts of the whole, and as a comparison) through 99 with unknowns in all positions
SCI. 1: The student will demonstrate an understanding of the effects of pushes, pulls, and
friction on the motion of objects.
SCI 2: The student will demonstrate an understanding of the observable properties of
solids and liquids and the special properties of magnets.
Standard 13
SS 1: The student will demonstrate an understanding of the role of goods and services and
supply and demand in a community.
SS 2: The student will demonstrate an understanding of cultural contributions made by
people from the various regions in the United States.
Standard 2-3
2.MDA..1
2.ATO.1
Standard 2.P.4
Standard 2.P.3
Standard 2-4
Section IV B: Instructional 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
Unit Title: Plot and Theme
Length:1 week
Instructional Plan for the Unit

Activities/Strategies/Materials/Resources
Anticipatory Set: Students will complete the daily fix-it sentences and an activity on
whiteboard. The teacher will pose the question-How can I identify the Plot and
Theme of a story?
Direct Instruction: WORD STUDY (30 minutes)
*Phonics: Consonant Patterns kn, wr, gn, mb p.262c
Spelling: (Say, Spell, Chant, Write,) knock, sign, knee, wrong, write, climb, wrap,
wren, gnat, lamb, comb, knob, certainly, listen p.262d.
Writing: Journal Entry p. 277d-e
SHARED READING (55 minutes)
* (Plot and Theme, Background Knowledge) Read, listening comprehend (first read)
p. 264-277.
High Frequency Words: river, four, state, once
*Vocabulary: Classify/Categorize p. 262g-263
Small Groups: Discuss the Big Question: How can we be responsible animal
owners?
Revised 2015
Timeline
Unit Objective
Number(s)
March 8, 2016
Standard 5
March 8, 2016
Standard 5
QRL: Bad Dog, Dodger!

Guided Practice: The teacher will model for the students by having them listen to the
story on CD what types of questions to ask yourself to identify the lot and them. To
listen to learn about things that dogs can be trained to do. p.263a. Afterward, the
students will read the selection, Bad Dog, Dodger!
March 8, 2016
Standard 5
Independent Practice: Students will complete Lets Practice It! TR DVD- 256 on
Teacher Resource DVD-ROM. Students will also complete vocabulary and reading
comprehension worksheets on the story Bad Dog Dodger!
March 8, 2016
Standard 5
March 8, 2016
Standard 5
Integration of the Arts: Students will draw a picture representing the plot and will
label the events of their drawings from the story Bad Dog Dodger
Standard 5
Integration of Health: Students will study why it is important to be a responsible pet
owner and how the owners care effects the dogs health.
Integration of Physical Education: The class will do a exercise for ten reps after
reading each page in the story.
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March 8, 2016
March 8, 2016
Standard 5
SUBJECT: Mathematics
Unit Title: Measurement
Length: 2 weeks

Anticipatory Set: The teacher will lead discussion by asking children when they have
used or seen money? What did you buy with the money? Did you pay with coins or
bills?
Direct Instruction: The teacher will begin with the Problem Based Interactive
Learning on pg. 419 and model how to count coins, review the names of different
coins, and their value. The teacher will use a interactive website to introduce the
topic with a video.
Timeline
February 22,2016
Unit Objective
Number(s)
Standard 2.ATO.1
February 22, 2016
Standard 2.ATO.1
Guided Practice: After viewing the video, the teacher will guide students through
page 420.
February 22, 2016
Standard 2.ATO.1
Independent Practice: Students will independently do page 421 and 422 in their
math packet. If students struggle doing this independently, the teacher guide
students through these pages. After completing the packet, students will complete a
Quick Check worksheet on the lesson topic.
February 22, 2016
Standard 2.ATO.1
Integration of the Arts: Students will draw pictures of each coin and label the picture
with the name of the coin as well as how much the coin is worth.
Integration of Health: Students will learn what is the correct healthy weight for their
height. Students will also learn what tools are used to get the amount for height and
health and what are the different units of measurement for weight.
Integration of Physical Education: students will talk brain breaks throughout the
lesson such as a quarters worth of jogging in place, a dimes worth of jumping jacks,
a nickel worth of pushups.
February 22, 2016
Standard 2.ATO.1
February 22, 2016
Standard 2.ATO.1
February 22, 2016
Standard 2.ATO.1
SUBJECT: Science
Unit Title: Friction, Force, and Gravity
Length: 2 weeks

Anticipatory Set: Look and Wonder Question on page 228:
How can you make something move? How can you make it move farther
View Video: https://www.youtube.com/watch?v=URSmaBRnTPs
Direct Instruction:The teacher will introduce key vocabulary: page 227 of TE
Read Together and Learn: What Makes Things Move? Pages 230-235
Discuss: Think, Talk, and Write
Use page 107 in the reading and writing in science workbook. (It is optional to do this
on the board or under the lumens or you can cut the pieces out and have students to
come up and do it. Match the force to what it does. (They will do this later for an
Independent assignment.)
Guided Practice: The teacher will guide students through the Explore Inquiry Activity
on page 229)
How do you make things go farther and faster?
You Need: Toy Car, Masking Tape, Ruler
Line up the car at starting line.
Push car gently over the line.
Measure how far it went.

Repeat activity, but push harder. Observe what happens Record results.
Independent Practice: The student will use lesson 1 to complete:
Concept Map on page 107 in the Reading and Writing in Science
Reading and Writing in Science Page 110 Pushes and Pulls
Optional Assignments or Homework:

Push or Pull
http://www.gscdn.org/library/cms/69/13969.pdf
Revised 2015
Timeline
Unit Objective
Number(s)
February 15, 2016
Standard 2.P.4A.1
February 15, 2016
Standard 2.P.4A.1
Standard 2.P.4A.1
February 15, 2016
Standard 2.P.4A.1
February 15, 2016
http://www.gscdn.org/library/cms/57/14357.pdf
February 15, 2016
Standard 2.P.4A.1
February 15, 2016
Standard 2.P.4A.1
February 15, 2016
Standard 2.P.4A.1
Integration of the Arts: Students will sing a song about friction, force, and gravity.
Integration of Health: Students will make a t chart discussing how gravity effects
human health.
Integration of Physical Education: Students will play tug-of war to see the effect off
pushing and pulling as well as friction
SUBJECT: Social Studies
Unit Title: Folktales
Length: One Week

Anticipatory Set: What are African American folktales?
Students will watch an United Streaming video: African and African American
folktales, An Introduction from the Storyteller.
Direct Instruction:The teacher will state the objective and introduce the lesson.
Teacher will explain that African American folktales are stories told by Africans that
have been passed down from generation to generation. It is usually told in song and
dance. These stories pass on important ideas and beliefs of African or African
Americans. The folk figures usually teach life long lessons.Watch United Streaming
Video: How Anansi Obtained the Sky Gods Stories
Timeline
Unit Objective
Number(s)
February 17-19, 2016
Standard 2-4.4
Standard 2-4.4
Guided Practice: The teacher and students will discuss the character traits and the
lesson that was learned from this story.
Independent Practice: Students will read a Brer Rabbit story then students will
complete a Venn diagram comparing Anansi the Spider and Brer Rabbit.
Integration of the Arts: Students will be paired in groups of 4 of 5 and work together
to act out a scene from the story read in class.
Integration of Health: Students will study popular health trends across the different
regions of the united states.
Integration of Physical Education: Students will learn about and play sports that
Standard 2-4.4
Standard 2-4.4
are popular across the different regions in the united states
Standard 2-4.4
Standard 2-4.4
Standard 2-4.4
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.
Based on guidelines set by the Orangeburg Consolidated School District Five and the South Carolina Department of Education, all
lessons are aligned to follow Orangeburg Consolidated School District Fives Instructional Pacing Guide. Both, the South Carolina State
Standards for Education and College and Career Ready State Standards are connected and serve as an instructional resource to
teachers. The districts Instructional Pacing Guide informs teachers of what to teach and how much time teachers should spend on the
standard or topic. Scaffolding will be used to assist students who display difficulties. Enough should be given that the student can learn
to do the skill independently. Explicit instruction will be used throughout the lesson to explain topics to reach students at all levels.
Students interest were carefully considered when planning instruction. Students really enjoy music,movement, or some type of visual
incorporated in their lessons, so I make sure to incorporate either a video, catchy song, or a chance to get up and move in the lesson.
This really intensifies student learning and engagement.
Revised 2015
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
MATH
SCIENCE
SOCIAL STUDIES
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 my tests were valid and reliable by ensuring both the pretest and posttest assessed student on the same material,
instead of presenting students with different questions and new material. In my assessments I made sure there were several questions
on the same concept that way students could show that they did in fact know the material. I asked other teachers to review the
assessments I created and their input and ideas impacted the final versions of the assessments. In order to make it fair for all students,
I made the questions on assessments match up content wise with their homework, classwork, and notes. I try to connect lesson topics
to students prior knowledge during the anticipatory set. I do this by asking open ended questions to promote discussion about a topic
and see what students may or may not know. The anticipatory set helps students to see what the topic of the lesson is in a way that is
related to students own interests and lives.
Section V B: Other 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
ELA
Unit Objective 1: Pre-Assessment(s)
Formative Assessment(s)
Summative Assessment(s)
Revised 2015
Accommodations
Students who meet with the
resource teacher throughout
the
week
will
be
accommodated by having the
test read to them, and if need
be, the students will complete
their test in another room if
the current setting is too
distracting for them. Those
students will be allotted extra
time to complete their work as
well.
Evaluation Criteria
100-93= A
92-85= B
84-77=C
76-70=D
69 & below= F

the
week
will
be
well.
the
week
will
be
well.
ELA

the
week
will
be
well.

the
week
will
be
Revised 2015
100-93= A
92-85= B
84-77=C
76-70=D
69 & below= F
100-93= A
92-85= B
84-77=C
76-70=D
69 & below= F
100-93= A
92-85= B
84-77=C
76-70=D
69 & below= F
100-93= A
92-85= B
84-77=C
76-70=D
69 & below= F

well.
Mathematics
: Post-Assessment(s)
: Other Assessment(s)
Revised 2015

the
week
will
be
well.
the
week
will
be
well.
100-93= A
92-85= B
84-77=C
76-70=D
69 & below= F

the
week
will
be
well.
100-93= A
92-85= B
84-77=C
76-70=D
69 & below= F

the
week
will
be
100-93= A
92-85= B
84-77=C
76-70=D
69 & below= F
100-93= A
92-85= B
84-77=C
76-70=D
69 & below= F
Mathematics
Revised 2015

well.
the
week
will
be
well.
100-93= A
92-85= B
84-77=C
76-70=D
69 & below= F

the
week
will
be
well.
100-93= A
92-85= B
84-77=C
76-70=D
69 & below= F

the
week
will
be
100-93= A
92-85= B
84-77=C
76-70=D
69 & below= F
well.
Science
Science
Revised 2015

the
week
will
be
well.
100-93= A
92-85= B
84-77=C
76-70=D
69 & below= F

the
week
will
be
well.
100-93= A
92-85= B
84-77=C
76-70=D
69 & below= F

the
week
will
be
well.
the
week
will
be
100-93= A
92-85= B
84-77=C
76-70=D
69 & below= F
100-93= A
92-85= B
84-77=C
76-70=D
69 & below= F
Social Studies
Revised 2015

well.
the
week
will
be
well.
the
week
will
be
well.
the
week
will
be
well.
the
week
will
be
100-93= A
92-85= B
84-77=C
76-70=D
69 & below= F
100-93= A
92-85= B
84-77=C
76-70=D
69 & below= F
100-93= A
92-85= B
84-77=C
76-70=D
69 & below= F
100-93= A
92-85= B
84-77=C
76-70=D
69 & below= F
100-93= A
92-85= B
84-77=C
76-70=D
69 & below= F
Social Studies
Revised 2015

well.
the
week
will
be
well.
the
week
will
be
well.
the
week
will
be
well.
the
week
will
be
100-93= A
92-85= B
84-77=C
76-70=D
69 & below= F
100-93= A
92-85= B
84-77=C
76-70=D
69 & below= F
100-93= A
92-85= B
84-77=C
76-70=D
69 & below= F
100-93= A
92-85= B
84-77=C
76-70=D
69 & below= F

well.
Section V C: Data Analysis: 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 preassessment(s) in a format that allows you to find patterns of student performance relative to each objective. (3) Summarize
the results of the pre-assessment(s) and describe the implications of these results on instruction.
Class Pre-Test and Post Test Scores Results
% out of 100
90
77
77
80
69
69 69
70
62
54
54
54
60 54
46
46
46 46
50 46
38
38
38
38 38 38
40
31
31 31 31
31
31 31
31
31
23
23
23
23
30
15
15
15 15
15
15
20
10
0
Mrs. Ihekweazu's Class Results

Pre-Test Scores
Column1
After analyzing the pretest results, only one student passed the pretest. This was understandable because
they had not been taught anything from the unit topic. But after teaching a few lessons in the unit topic
students were given the same test and only four student passed the post-test. I thought more students would
have at least passed with a C even though we had not covered all the lessons in the unit. When I analyzed the
data further, I found that 9 students showed improvement from the time they took the pre-test and post-test.
Seven students scored the same results on both the pre-test and post-test. Three students scores went down
from the time they took the pre-test to the time they took the post-test. After analyzing the scores from both
tests thoroughly, I found that I need to spend time re-teaching the topic of measurement. I will offer more
practice with worksheets and measuring objects around the classroom. I also noticed as students took their
post-tests and used the rulers they were not measuring with the correct unit of measurement that a question
would ask for, so this is something else that we will go back and review.
Two Individual Students Comparison
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Math Pre-Assessment and Post-Assessment Scores

90
80
70
60
50
% scored on Test
40
30
20
10
0
Student 15
Student 20
Two Student scores From Mrs. Ihekweazu's Class

Pre-Assessment Score
Column1
Student fifteen and nineteen are both males in Mrs. Ihekweazus second grade class. One reason I chose
Student 15 was because he was the only student to score a 77% on the pre-test administered. To my surprise
and expectation, this student scored a 46% on the post-test. After seeing Student 15s score from the pre-test,
I thought that the student would get at least a B on the post- test. I chose Student 20 because he scored a 38%
on the pre-test, and missed one day when one of the lessons on measurement was taught, but still got an 77%
on the post-test.
Subgroup Table
Student #
Pre-Assessment
Post-Assessment
Gender
Score (%/100)
Score (%/100)
Student 2
15
31
Female
Student 3
38
77
Female
Student 5
46
38
Female
Student 9
23
77
Female
Student 12
31
62
Female
Student 17
31
38
Female
Student 21
31
31
Female
This table shows that only two of the girls in the entire class passed the post-test. All students showed
improvement on the test except for one who had the same score on both tests.
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?
Yes, completing the unit work sample really helped me to analyze student assessment data in a more discernible way. Providing an
instruction plan, issuing pre-test and post-test, and analyzing student data increased my understanding of student performance greatly.
I feel I am better able to go back and reteach certain lessons or topics in the unit based on how my students did on these tests and the
data I observed and obtained.
Revised 2015
(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?
After each assessment I determined how many students got each individual question wrong. Then I determined what the students
strengths and weaknesses were. From here I adjusted homework, classwork, and notes to have more examples of problems the
students struggled with. I also compared performance on the post-test against the pre-test in order to measure improvement and
understanding of the content. After viewing and analyzing those results, I realized I needed to review and practice measurement more
with the students.
(5) Based on the overall results, did the students gain from this unit all that you expected? Why or why not?
No the students did not gain everything I wanted them to from this unit. I believe this was because we did not get to complete
this unit nor was there enough time due to the class missing out on a math lesson one day due to MAP testing.
(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.
After each assessment I determined how many students got each individual question wrong. Then I determined what the students
strengths and weaknesses were. From here I adjusted homework, classwork, and notes to have more examples of problems the
students struggled with. I also compared performance on the post-test against the pre-test in order to measure improvement and
understanding of the content. After viewing and analyzing those results, they were recorded in the gradebook and then in PowerSchool
for students and parents to view them. Students could view the math assessment weekly progress on a bulletin board in the back of the
room. Students whose grade did not change will receive extra assistance in small group with the teacher.
(7) 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.
Student #
Student 3
Student 9
Student 10
Student 20
Pre- Test Score out of 100

38%
23%
38%
38%
Post-Test Score out of 100

77%
77%
69%
77%
Gender
Female
Female
Male
Male
This table shows that only four students passed the post-test and made sufficient progress in mastering concepts from the unit.
Section VII. Reflection and Self-Assessment

Revised 2015
(1) Reflect on and describe the relationship between your students progress and achievement and your teaching
performance.
I believe that due to the lack of student progress and achievement on this unit that I need to speed more time reviewing and
practicing measurements and how to measure objects with the students. I should have made an adjustment as soon as I saw
the order in which the book guided the lesson on measuring. Had I done this, I believe student achievement would have been
higher and students would have been better prepared for the tests.
(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 were to teach this unit again I would ensure that I give enough time to teach all lessons so that children will have the best
chance of mastering lesson content and more difficult concepts as they move on to later graders.
(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.
I think that more hands-on activities should have been incorporated with the measurement unit. The class spent more time on
estimating measurements rather than doing actual measurements due to the setup of the textbook. The practice worksheet
that the class did, did not give students a visual they can use or refer back to in their head about how to measure. With more
practice measuring real life objects and things, students probably would have been able to make better connections when
answering questions on the tests. Next time I would make an adjustment to the order in which the unit lessons were taught
instead of just following the textbook.
Section VIII: Sample Work (Attach)
Revised 2015
Student 15 Pre Test Sccore
Revised 2015
Revised 2015
Revised 2015
Student 20 Pre Test Score
Revised 2015
Revised 2015
Student 15 Post Test
Revised 2015
Revised 2015
Student 20 Post-Test
Revised 2015
Revised 2015
ELA Teacher Made Assessment

PLOT & THEME /READING ASSESSMENT
Name: _________________________________________ Date: ________________________
2RI.12.1: Plot and Theme
Directions: Choose the phrase that best completes the sentence. Circle your answer
One day, Clara walked to the park. Suddenly, she heard noise coming from a bush. It was a boy. He was
crying. "Are you okay?" Clara asked politely. The boy nodded. "My name is Herbert. I was going to the
park. A big kid took my book." Clara and Herbert walked to the park. A little later, Herbert pointed to
the boy who took the book. "Excuse me," Clara asked. "Did you take a book from this boy?" "I found it
on the ground," said the boy. "It is a neat book." "It is not yours," Herbert said. "It is my book. I would
like it back." The big kid looked sad. "I am sorry. I did not know it was yours. I am Harry." "You can
borrow the book if you like," said Herbert. "Thank you," said Harry happily. They played in the park
the rest of the day.
1. At the beginning of the story, the boy is crying because
A. he does not want to go to the park
B. he is sad that his book was taken
C. he is happy to go to the park
D. he is happy that Clara was not nice
2. At the end of the story, Harry was happy because
A. Clara taught him how to read
B. Herbert was very mean to him
C. Herbert took the book from him
D. Herbert let him borrow the book
Selma could not sit still. She was so excited to see her cousin Stacy. Stacy came to see Selma and her
family every summer. Selma sat on her bed and tried to read a book. Then, she went to the living room
and watched TV. Selma kept looking at the clock. Finally she heard a car pulling into her driveway. It
was Stacy! Selma ran to the door. Selma and Stacy were going to have the best summer!
3. What is the setting of the story?
A. during the summer in Selma's driveway
B. during the winter at Stacy's home
C. during the summer at Selma's home
D. during the winter in Stacy's living room
Dale climbed up the rope ladder to his new tree house. He and his dad had just finished building it in
their backyard. Looking out the window, Dale could see all the way across the field behind his house.
There was a firefighter pole for Dale to slide down and a tire swing. That night, he and his dad ate dinner
there. They even had a sleepover. Dale was so excited about his new tree house.
4. Where does this story take place?
A. in a bedroom
B. in a tree house
C. at a fire station
D. at a playground
Revised 2015
"Oh, Molly, what's wrong?" Mom asked one morning. She felt Molly's forehead, and it was quite warm.
Molly tried to speak, but her voice was just a whisper now. "Oh Mom!" she squeaked. "It feels like
there's fire in my throat. I can barely speak!" Quickly, Mom helped Molly dress and drove her to the
doctor. The doctor took Molly's temperature and looked down her throat. He looked at Molly's mom and
told her, "It's not serious, but those tonsils will have to come out." Then, he looked at Molly and said,
"Well now, it looks as if your tonsils are not well. Once they are gone, you will be good as new. And, you
can have all the ice cream you like. Just as soon as they come out."
5. Why does Molly feel sick?
A. She ate too much ice cream yesterday.
B. She has a bad case of the chickenpox.
C. She does not want to go to school.
D. She needs to have her tonsils taken out.
6. Which event happens after Molly's mom drives Molly to the doctor?
A. Molly's temperature is taken by a doctor.
B. Molly is not well and her head is warm.
C. Molly's mom asks Molly what is wrong.
D. Molly tries to talk but can only whisper
It was 1 oclock in the afternoon. A nice breeze was blowing in the window. Darren was just waking up.
He turned on the TV. As usual, he decided to stay in bed for a few more hours. His phone began ringing.
He did not answer it. It was all the way across the room. He did not feel like getting up. He was hungry,
but making something to eat was too much work for him.
Just as he was about to go back to sleep, Darren saw what he thought was smoke near his window. He
jumped out of bed and ran out the front door. He wanted to tell his neighbors, but he could not see their
houses. It was too foggy. He realized that he had seen fog coming in his window, not smoke. He felt silly.
7. Why does Darren feel "silly" at the end of the passage?
A.
He had to get out of his bed.
B.
He missed his favorite show.
C.
He thought fog was smoke.
D.
He was in his underwear.
8. Darren can best be described as

A.
B.
C.
old.
smart.
mean.
D.
lazy.
9. In the story, Darren is hungry. Why does Darren not make himself something to eat?
A.
It would be too much work.
B.
There is no food in his house.
C.
He does not know how to cook.
D.
He sees smoke near his window.
10. What happened when Darren saw what he thought was smoke near his window?
A.
He thought that his life was in danger.
Revised 2015
B.
C.
D.
He decided to get something to eat.

He did not answer his ringing phone.
He chose to go back to sleep.
Social Studies Teacher Made Assessment

Name
Revised 2015
Date
2-4.3 Recognize the cultural contributions of Native American tribal groups, African Americans, and
immigrant groups.
2-4.4 Recall stories and songs that reflect the cultural history of various regions in the United States,
including stories of regional folk figures, Native American legends, and African American folktales.
Please choose the correct answer for the following questions.
1. Many African Americans came to our country in the early 1600s. Marietou and her family came to
the New World in the 1600s. Marietou and her family loved to play African music and dance.
What is one tradition Marietou brought with her to the New World?
A. her clothes
B. music
C. her toys
Many African were brought to the United States in the early 1600s to work as slaves in plantations in the
south. They were sold to European settlers and became properties of their owners. These slaves had no
rights and were forced to work without pay. Families were separated as children and their parents were
bought by different owners. To help them maintain their African traditions, the slaves dressed like they did
in Africa and they even developed a special language known as Gullah, which was a combination of
African languages and some English. This language is still in use in some areas of South Carolina. The
slaves introduced such things as basket weaving. They made farming tools like they did in Africa, and used
farming skills that they used back in Africa. Slave grew rice in coastal South Carolina the way they did back
home. Because they were expert rice farmers, their owners made so much money selling the rice they grew
on the plantations. Rice soon became South Carolinas biggest cash crop. A cash crop is something grown
to be sold. The African slaves also built many of the historic mansions in Charleston, South Carolina. Their
hard work made South Carolina one of the richest states in Colonial America.
2. Which group of people was forced to come to the United States and work on plantations without
pay?
A. Native Americans
B. African Americans
C. European Settlers
3.
A.
B.
C.
Why were African Americans families separated?

They were sold to different owners.
They wanted to live in different homes.
There wasnt enough space in one home.
4. Which was a tradition introduced by African Americans?

A. Car making
B. Slavery
C. Basket weaving
5. Which language was introduced by former African slaves?
A. English
B. Chinese
C. Gullah
6. Former slaves made contributions to South Carolina by
Revised 2015
A. Electing a governor
B. Building some mansions
C. Traveling
7.
A.
B.
C.
Which cash crop grown by African Americans made South Carolina rich?
Tobacco
Rice
Corn
8.
A.
B.
C.
D.
Why did people make up tall tales about events in history?

to help people forget special events
to help people remember special events
to tell people a good story
to help people fall asleep faster at night
9.
A.
B.
C.
D.
What was John Henrys job?

He worked on the railroad.
He was a lumberjack.
He was a United States Congressman.
He was a sailor.
10. What type of writing are tall tales?

A. Fiction
B. Non-fiction
C. Biographies
D. Poetry
11. Which of the following is a characteristic of tall tales?
A. It is usually about real life people.
B. It is usually about a hero/heroin who is bigger than life.
C. It always includes animal characters.
12. Which of the following is NOT a tall Tale?
A.
B.
C.
D.
Tony Beaver A West Virginia lumberjack and cousin of Paul Bunyan.

Pecos Bill legendary cowboy who "tamed the wild west"
Paul Bunyan huge lumberjack who eats 50 pancakes in one minute.
The Life of Barack Obama, the 44th US President
13. Native Americans were the first people to live in America. What is one thing they might have
taught the English settlers when they arrived in America?
A. how to plant and harvest corn
B. how to read
C. how to build a log house
14. Which country did we get our language from?

A. England
B. Mexico
C. Africa
Revised 2015
15. What is one thing that did not come from early Native Americans?
A. corn
B. green beans
C. pizza
16. What is an immigrant?
A. A person that left one country to settle another country
B. A person that works
C. A person that lives in another state
17. Look at the pictures below. Which pictures shows a tradition being passed down from one
generation to another?
18. Every year Ming Li and her family attend a Chinese New Year Parade. Ming Lis parents want
her to remember her culture. What do they want Ming Li to remember?
A. that she is Chinese
B. the customs of her ancestors (grandparents, great-grandparents,)
C. the Chinese New Year
D. parades are fun
Revised 2015
EDUC 450
Name:
COMPONENT
UNIT WORK SAMPLE SCORING RUBRIC

Early Childhood/Elementary
TARGET (3)
ACCEPTABLE (2)
SCHOOL OF EDUCATION
Date:
UNACCEPTABLE/DEVELOPIN
G (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
Objectives
ACEI 3.3/NAEYC
5b
Revised 2015
All objectives are thorough,

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

are clearly stated and correlated
with the SC State standards
Objectives are not given;

standards are used.
SCORE
Objectives
ACEI 3.2/NAEYC
5c
Objectives
ACEI 3.2/NAEYC
5c
Objectives are appropriate for the

development, prerequisite
knowledge, experiences,
diversity, and other student
needs
All objectives contain
performance, products,
conditions and criteria
components
Objectives are appropriate for

the development, prerequisite
knowledge and experiences, but
are limited in diversity or other
student needs.
Objectives are not given;

standards are used.
Objectives are measurable,

containing 2-3 components
Objectives are not measurable.
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
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
3 or more activities relate to real

world experiences
2 activities relate to real world

experiences
Activities do not relate to real

world experiences
The instructional plan aligns with

the objective(s) for each content
area.
The instructional plan aligns

with the objective(s) for at least
two or more content areas.
The instructional plan does align

with the objective(s) for any of
content areas.
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
All assessments are congruent

with standards, content and
cognitive complexity.
Most assessments are congruent

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

with the standards, content, or
cognitive complexity.
Overall Rating
Instructional
Plan
NAEYC 5c
Instructional
Plan
NAEYC 5c
Instructional
Plan
NAEYC 5c
Instructional
Plan
NAEYC 5c
Overall Rating
Alignment with
Learning
Objectives and
Assessment
ACEI 4.0/NAEYC
3b
Alignment with
Learning
Objectives and
Assessment
ACEI 4.0/NAEYC
3b
Overall Rating
Revised 2015
Selection of
Strategies for
Varying Levels
ACEI 3.3/NAEYC
4b;4c
Design for
Instruction
ACEI 1.0/NAEYC
5c
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
Uses less than three (3)

strategies; does not
accommodate the varying levels
of students or activities that
require students to think
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.
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
Multiple
Assessment
Modes
ACEI 4.0/NAEYC
3b
Multiple
Assessment
Modes
ACEI 4.0/NAEYC
Revised 2015
Displays specific understanding

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

of students skills and prior
Displays no understanding of
students skills and prior
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
Uses more than one (1) authentic

assessment type
Applies an authentic assessment

type
Does not use authentic

assessments
Uses more than one (1) l

performance tasks and includes
the scoring rubric
Uses a performance task(s) but

does not use a scoring rubric
Does not use performance tasks
3b
Multiple
Assessment
Modes
ACEI 4.0/NAEYC
3b
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
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.
Uses assessment data using

graphs, charts, tables, etc., to
profile student learning and
communicate information about
student progress and
achievement.
Thorough and accurate
interpretation is provided
Provides an appropriate
summary of assessment data to
explain student learning and
communicate information about
student progress and
achievement.
An adequate interpretation is
provided; contains few errors in
accuracy
Overall Rating
Validity of
Assessments
ACEI 4.0/NAEYC
3b
Validity of
Assessments
ACEI 4.0/NAEYC
3b
Validity of
Assessments
ACEI 4.0/NAEYC
3b
Overall Rating
Scoring
Procedures
Explained(Eval.
Crit)
ACEI 4.0/NAEYC
3b
Analysis of
Student Learning
ACEI 4.0/NAEYC
3b
Interpretation of
Data and
Student Learning
ACEI 4.0/NAEYC
Revised 2015
Makes an inadequate attempt to

summarize or display student
learning and communicate
information about student
progress and achievement.
Interpretation is not accurate
3b
Interpretation of
Data and
Student Learning
ACEI 4.0/NAEYC
3b
Interpretation of
Data and
Student Learning
ACEI 4.0/NAEYC
3b
Overall Rating
Instructional
Decision-making
ACEI 4.0/NAEYC
3c
Effective
Instruction and
Assessment
ACEI 4.0/NAEYC
3c
Effective
Instruction and
Assessment
ACEI 4.0/NAEYC
3c
Overall Rating
Impact on
Student Learning
ACEI 4.0/NAEYC
3b
Clarity and
Accuracy of
Presentation/NA
Revised 2015
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 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 adequate evidence of

the impact on student learning
in terms of numbers of students
who achieved and made
progress toward the unit
objectives
Is easy to follow and contains
minimal errors in conventions or
grammar usage.
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
numerous errors in conventions
or grammar usage.
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
Is easy to follow and contains no
errors in conventions or grammar
usage.
EYC 6b
Reflection/Self
Evaluation
ACEI 5.1/NAEYC
4d
Student Work
Reflects comprehensively on his

or her instruction and student
learning in order to improve
teaching practice.
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.
Ample student work attached
Appropriate student work

attached
No student work attached
TOTAL
Unacceptable/Developing (1)
Candidate demonstrates a limited amount of the
attributes of the standard. Performance indicates
that few competencies have been demonstrated.
Revised 2015
Acceptable/Meets (3)
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 (5)
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 - Revised 2015 - Ec Elem

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SCHOOL OF EDUCATION CLAFLIN UNIVERSITY

UNIT WORK SAMPLE GUIDELINES EARLY CHILDHOOD & ELEMENTARY

EDUC 450: PROFESSIONAL CLINICAL PRACTICE

Cooperating Teacher: Mrs. Ihekweazu

Academic Year: Spring 2016

Dates of unit: from 01/25/ to 04/19/16 (usually about a week)

Section IV: The Unit Plan

Section IV B: Instructional Plan

Unit Title: Plot and Theme

Instructional Plan for the Unit

QRL: Bad Dog, Dodger!

Unit Title: Measurement

Instructional Plan for the Unit

February 22, 2016

February 22, 2016

February 22, 2016

February 22, 2016

February 22, 2016

February 22, 2016

Unit Title: Friction, Force, and Gravity

Instructional Plan for the Unit

Line up the car at starting line.

Push car gently over the line.

Measure how far it went.

Concept Map on page 107 in the Reading and Writing in Science

Reading and Writing in Science Page 110 Pushes and Pulls

Optional Assignments or Homework:

February 15, 2016

February 15, 2016

February 15, 2016

February 15, 2016

SUBJECT: Social Studies

Unit Title: Folktales

Length: One Week

Instructional Plan for the Unit

February 17-19, 2016

February 17-19, 2016

February 17-19, 2016

February 17-19, 2016

February 17-19, 2016

February 17-19, 2016

are popular across the different regions in the united states

February 17-19, 2016

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

Key Unit Assessments

made assessment must be

Students who meet with the

Students who meet with the

Students who meet with the

time to complete their work as

Students who meet with the

Students who meet with the

Students who meet with the

test read to them, and if need

Students who meet with the

Students who meet with the

Students who meet with the

Students who meet with the

Students who meet with the

test read to them, and if need

be, the students will complete

their test in another room if