Points 300: STUDENT NAME - STUDENT NUMBER

CLINICAL PRACTICE EVALUATION 2
Linda Blakley 20271843

STUDENT NAME___________________________________ STUDENT NUMBER ____________________________
Bachelor of Science in Early Childhood Education

PROGRAM: ______________________________________________________________________________________________________________________
ECH-485 2/12/2018 4/8/2018

COURSE: ________________________________________START DATE: END DATE:________________________
Samuel Chase Elementary School

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________
Maryland
SCHOOL STATE:
Leah Lawson
COOPERATING TEACHER/MENTOR NAME:______________________________________________________________________________________
Toni Melton-Trainor
GCU FACULTY SUPERVISOR NAME: _____________________________________________________________________________________________
FOR COURSE INSTRUCTORS ONLY:

EVALUATION 2
TOTAL POINTS 300 points 100.00 %
25.00 2,500.00 2,500.00 300
0
300
0
0
0
0
0 0 0 0 0 0 0 0 0 0 0
300
0 0 0 0 0

InTASC Scoring Guide

Not Applicable Unacceptable Acceptable Target
N/A 2 to 79 80 to 86 87 to 100
The performance of the teacher The performance of the teacher The performance of the teacher The performance of the teacher
candidate did not involve the candidate is contrary to the standard candidate is frequently observed candidate is constantly
standard. and does not meet the expectations and meets expectations for a observed and consistently
for a student teacher. student teacher. exceeds expectations for a
student teacher.
Standard 1: Student Development Score N/A

1.1
Teacher candidates create developmentally appropriate instruction that takes into account individual 1.00
students’ strengths, interests, and needs and enables each student to advance and accelerate his or her 100
learning.
1.2
Teacher candidates collaborate with families, communities, colleagues, and other professionals to promote 100 1.00
student growth and development.
Comments
When planning for instruction, Mrs. Blakley takes into account the students as individuals. She considers their ability level as well as their interests when planning various
activities. She also seeks guidance from Ms. Lawson and other colleagues within the building in order to advance the students learning.


N/A 2 to 79 80 to 86 87 to 100
student teacher.
Standard 2: Learning Differences Score N/A

2.1
Teacher candidates design, adapt, and deliver instruction to address each student’s diverse learning strengths 100 1.00
and needs and create opportunities for students to demonstrate their learning in different ways.
2.2
Teacher candidates incorporate language development tools into planning and instruction, including strategies
for making content accessible to English language students and for evaluating and supporting their
100 1.00
development of English proficiency.
2.3
Teacher candidates access resources, supports, specialized assistance and services to meet particular 100 1.00
learning differences or needs.
Comments
Ms. Blakley provides multiple ways for the students to access the information within the curriculum. She incorporates all forms of modality in order for the students to learn in a
manner that best suits their needs. Ms. Blakley often uses hand motions, actual objects, as well as, pictures in order to make learning accessible for all students. She does not
hesitate to pull from various supports or resources, such as books from the library, in order to ensure that all students are receiving what they need.


N/A 2 to 79 80 to 86 87 to 100
The performance of the teacher The performance of the teacher The performance of the teacher The performance of the
candidate did not involve the candidate is contrary to the candidate is frequently observed teacher candidate is constantly
standard. standard and does not meet the and meets expectations for a observed and consistently
expectations for a student teacher. student teacher. exceeds expectations for a
student teacher.
Standard 3: Learning Environments Score N/A

3.1
Teacher candidates manage the learning environment to actively and equitably engage students by 100 1.00
organizing, allocating, and coordinating the resources of time, space, and students’ attention.
3.2
Teacher candidates communicate verbally and nonverbally in ways that demonstrate respect for and
responsiveness to the cultural backgrounds and differing perspectives students bring to the learning
100 1.00
environment.
Comments
Ms. Blakley constantly offers opportunities for all students to be engaged in learning by using equity sticks, utilizing turn and talk, and partnering students together to
complete various learning experiences. She models respect for the each of the students and acknowledges and tries to incorporate any information that they bring forth to
add to the learning environment.


N/A 2 to 79 80 to 86 87 to 100
candidate did not involve the candidate is contrary to the candidate is frequently observed teacher candidate is
standard. standard and does not meet the and meets expectations for a constantly observed and
expectations for a student teacher. student teacher. consistently exceeds
expectations for a student
teacher.
Standard 4: Content Knowledge Score N/A

4.1
Teacher candidates stimulate student reflection on prior content knowledge, link new concepts to familiar 100 1.00
concepts, and make connections to students’ experiences.
4.2
Teacher candidates use supplementary resources and technologies effectively to ensure accessibility and 100 1.00
relevance for all students.
4.3
Teacher candidates create opportunities for students to learn, practice, and master academic language in 100 1.00
their content area.
Comments
Ms. Blakley makes it a point to have the students share what they know about a topic before adding on new knowledge. This allows her to incorporate her prior knowledge
into her teaching. Ms. Blakley has worked diligently to get the “Interwrite” board up and working within the classroom. Although it does not work perfectly, she still uses it to
incorporate technology into the lessons, making learning more relevant for the students. Ms. Blakley has a habit of introducing new vocabulary words and having the
students not only repeat after her, but continue to use that language when they are conversing with herself or their peers.


N/A 2 to 79 80 to 86 87 to 100
student teacher.
Standard 5: Application of Content Score N/A

5.1
Teacher candidates engage students in applying content knowledge to real-world problems through the lens 100 1.00
of interdisciplinary themes (e.g., financial literacy, environmental literacy).
5.2
Teacher candidates facilitate students’ ability to develop diverse social and cultural perspectives that expand 100 1.00
their understanding of local and global issues and create novel approaches to solving problems.
Comments
Ms. Blakley has worked with the children to understand the concept of natural resources and the importance of conserving them. The students even made clay bricks that
they eventually used to build various structures (houses, schools, walls, etc.). This helped the students understand the importance of natural resources and how we use them
in a daily manner. Ms. Blakley has also conducted a bean growing experiment. This helped to reinforce the life cycle research project that the students had completed.
Through this experiment, the students were able to grasp the understanding that all living things are delicate and need to be treated with love and respect whether it’s a plant,
animal or human.


N/A 2 to 79 80 to 86 87 to 100
student teacher.
Standard 6: Assessment Score N/A

6.1
Teacher candidates design assessments that match learning objectives with assessment methods and 100 1.00
minimize sources of bias that can distort assessment results.
6.2
Teacher candidates work independently and collaboratively to examine test and other performance data to 100 1.00
understand each student’s progress and to guide planning.
6.3
Teacher candidates prepare all students for the demands of particular assessment formats and make
appropriate modifications in assessments or testing conditions especially for students with disabilities and
100 1
language learning needs.
Comments
Ms. Blakley designed the assessment that was used for her 5 day math lesson. The students took a pre-assessment and the same afternoon Ms. Blakley was examining the
results. She quickly noted the questions the students answered incorrectly and which questions the students had mastered. She used those results to plan and make
adjustments to her 5 day lesson. When giving assessments, Ms. Blakley does not mind pulling a small group of students to ensure that they are receiving individualized
support in order for them to be most successful.


N/A 2 to 79 80 to 86 87 to 100
student teacher.
Standard 7: Planning for Instruction Score N/A

7.1
Teacher candidates plan how to achieve each student’s learning goals, choosing appropriate strategies and 100 1.00
accommodations, resources, and materials to differentiate instruction for individuals and groups of students.
7.2
Teacher candidates develop appropriate sequencing of learning experiences and provide multiple ways to 100 1.00
demonstrate knowledge and skill.
7.3
Teacher candidates plan for instruction based on formative and summative assessment data, prior student 100 1.00
knowledge, and student interest.
Comments
When planning lessons, Ms. Blakley takes into account the individual students and their performances on various assessments and differentiates her instruction based on the
amount of support students need. She groups students both heterogeneously and homogenously based on what is best for them to master what is being taught. Not only
does she take data into consideration, but she also takes the students individual personalities and interests into account. She takes what the students like and uses that to
drive her instruction.


N/A 2 to 79 80 to 86 87 to 100
student teacher.
Standard 8: Instructional Strategies Score N/A

8.1
Teacher candidates vary their role in the instructional process (e.g., instructor, facilitator, coach, audience) in 100 1.00
relation to the content, purpose of instruction, and student needs
8.2
Teacher candidates engage students in using a range of learning skills and technology tools to access, 100 1.00
interpret, evaluate, and apply information.
8.3
Teacher candidates ask questions to stimulate discussion that serve different purposes (e.g., probing for
student understanding, helping students articulate their ideas and thinking processes, stimulating curiosity,
100 1.00
and helping students to question).
Comments
Ms. Blakley does not mind stepping back from her role of instructor in order to help facilitate conversations between the students or become an active audience member, while
they’re turning and talking or at centers for example. Ms. Blakley asks the students thought provoking questions that encourages their curiosity and also teaches them to
question what they are learning. As mentioned earlier, Ms. Blakley has worked very diligently to incorporate the use of the “Interwrite” board into her lessons. She also utilizes
computer programs such as I-station and Waterford, as well as, the listening center in order to help students access and apply information being learned.


N/A 2 to 79 80 to 86 87 to 100
student teacher.
Standard 9: Professional Learning and Ethical Practice Score N/A

9.1
Independently and in collaboration with colleagues, teacher candidates use a variety of data (e.g., systematic 1.00
observation, information about students, and research) to evaluate the outcomes of teaching and learning
100
and to adapt planning and practice.
9.2
Teacher candidates actively seek professional, community, and technological resources, within and outside 100 1.00
the school, as supports for analysis, reflection, and problem solving.
Comments
Ms. Blakley has analyzed the data on the students independently. She has taken it upon herself to compare the data throughout the classroom. Ms. Blakley has also been an
active member of the team’s Collaborative Planning meetings that take place weekly. During these meetings, the team examine assessments, compare student work samples,
analyze the data that has been collected, reflect on our teaching and apply what was noticed and wonderings to the team’s planning.


N/A 2 to 79 80 to 86 87 to 100
student teacher.
Standard 10: Leadership and Collaboration Score N/A

10.1
Teacher candidates use technological tools and a variety of communication strategies to build local and 100 1.00
global learning communities that engage students, families, and colleagues.
10.2
Teacher candidates advocate to meet the needs of students, to strengthen the learning environment, and to 100 1.00
enact system change.
Comments
Ms. Blakley has utilized various videos in order to teach small group guided reading and participated in different webinars to further her learning. Ms. Blakley has connected
with students as well as their parents through the app “Class Dojo”. Ms. Blakley has collaborated with the grade level in order to design a Spring Break project for the children
to work on with their families. Lastly, Ms. Blakley has offered to assist the long-term substitute for 3rd grade. She collaborates with the 3rd grade teacher that is out on leave
and works to create sub plans for the teacher in order to keep the students on track with the curriculum, as best as possible, while their teacher is out.

INSTRUCTIONS
Please review the "Total Scored Percentage" for accuracy and add any attachments before completing the "Agreement and Signature" section.
Once this evaluation is completed and submitted, the score is final and cannot be changed or altered by the GCU Faculty Supervisor or by GCU
staff.
Total Scored Percentage:

100.00 %
ATTACHMENTS
Clinical Practice Time Log:
(Required)
Attachment 1:
(Optional)
Attachment 2:
(Optional)
AGREEMENT AND SIGNATURE

This evaluation reflects the results of a collaborative conference including feedback from the Cooperating / Mentor Teacher. The GCU Faculty
Supervisor and Cooperating /Mentor Teacher should collaboratively review the performance in each category prior to the evaluation meeting.
I attest this submission is accurate, true, and in compliance with GCU policy guidelines, to the best of my ability to do so.
GCU Faculty Supervisor

E-Signature
Toni C. Melton-Trainor
Toni C. Melton-Trainor (Apr 11, 2018)
Date
Apr 11, 2018
Teacher Candidate: Linda Blakley
Date: March 26, 2018
Time: 9:05-9:55
Subject/Content: ELA/Morning Message and Whole Group Instruction (Word Work and Reading)
Observation #2 Notes:
9:05- The observation began with the teacher directing the students to the carpet to read the Morning
Message. The teacher asked the students the strategies they would like to use. One students said,
“Chunking.” Using the teacher’s Smartphone, Ms. Blakley praised students and rewarded students
through Class Dojo. With equity sticks, the teacher called Riley and asked her to find the word, did. The
teacher had the class recite, “D, I, D spells did.” The teacher complimented a student for looking around
the student at the board. Jaylen needed help and called Snyder to the board for assistance. Snyder
circled the word, are. The teacher asked Jaylen if he recognized the word. Next, the teacher had the
students recite, “A, R, E spells are.” Then, the teacher called a student to underline the chunk, ar, in the
word, are. The teacher asked the student what chunk was underline and the student shared, ar. Morgan
was called to the board to find the word, this. Morgan circled the word. The teacher refocused the class
by asking them to stop talking and directed them to spell the word, this. Next, the teacher had a student
circle the word, read. Then she had the students recite, “R, E, A, D, spells read.” Next, London was called
to find the word, come. The word recognition activity continued with the word, have. Then, students
identified chunks: oo and ar. The teacher had the students read the Morning Message aloud as the
teacher pointed to the words. To quiet the students, Ms. Blakley placed her finger to her mouth and the
students quieted down. The reading of the message continued with the teacher identifying chunks and
rules for pronouncing words, like weather. Next, the teacher spoke firmly to Christian and told him that
she would disinvite him from the carpet, if he continued to talk.
9:28 - The teacher asked the students if they liked last week’s weather. The teacher continued reading
the Morning Message with the students. A student asked the teacher to throw away a label from her
shoe and the lesson continued.
9:30 – The students took a quick Brain Break. The students were directed to stand up and then count
down from 10. The teacher had the students stretch during the break and then sat back onto the carpet.
9:31 – The teacher brought the students’ attention to a big book about weather. The teacher had the
students read the title with her; however, the teacher read, It’s Raining Cats and Dogs! The teacher said,
“I’m sorry. I will wait.” The students were wiggly and talkative. The teacher told the students they would
think about it and turn and talk with a neighbor. She reminded the students of the behavior
expectations. Then she told the students to think about things they like to do on a rainy day. The
students were directed to think and then turn and talk with a neighbor. The teacher listened to
conversations and rewarded students through Class Dojo. The teacher praised specific students for
starting the discussion right away. The teacher had the students share and students said, “I like jumping
in the puddles. I want to go running in my boots. I want to stay home, because it might rain so much we
will not have school.”
9:37 – The teacher had the students stand up and turn to see the Interwrite board. On the screen were
four pictures: koala, king, key and kite. The teacher pointed to the pictures as she read. The teacher
asked for the sound the words made and the students said, “/k/.” The teacher asked students where the
sound is in the word. The teacher called on students, however they could not answer the question. The
teacher repeated the question and restated the words of each picture. A student shared that the sound
is at the beginning of the word. Next, the teacher pointed to pictures of a duck, lock, sick, clock and
truck. The teacher asked where the /k/ sound is in each word. With prompting the teacher guided a
student to recognizing the /k/ sound is at the end of the word, duck. This continued with the word, lock.
Next, the teacher asked if it is at the end of sick to raise hands. Two students raised their hands. The
teacher informed the students that the words end in ck at the end of each word.
9:45 – Next, on the board was a list of words and corresponding pictures. The words were: truck, king,
duck and key. The teacher directed the students that she would call four students to draw lines to the
matching pictures. Students looked at the words and practiced saying each word. The teacher asked
Princeton which word is duck and the teacher had the student draw the line with his finger. The teacher
drew a line with her computer because the Interwrite board was not functioning properly. A student
pointed out the word, truck and matched it to the picture. Cayden was called to match his word and
picture. He matched the picture and word, king. The last word was key, and the student was able to
match the remaining word. Christian was directed to go to his seat at the table for being talkative during
instruction.
9:50 – The teacher had the students read the sentence to the picture, “She is my best friend.” The
teacher explained that she is used for a girl. The teacher read the next sentence and pointed to the sight
word.
9:51 – The teacher had the students take a Brain Break. She tossed a large cube with a sentence on it
and had a student read it aloud to the class. It said, “Count to ten and stand on one foot.” The students
laughed and completed it. Next, the teacher rolled the die and had a student read it. The students spun
their bodies in place.
9:53 – The teacher directed the class to a big book called, Rain. The teacher counted down and
reminded the students of being talkative during the lesson. The teacher told the students that the story
is a fantasy and not a real story. The teacher explained that the animals talk like people. The teacher
asked the students what animals talk at the zoo. The teacher explained that parrots are pets and people
have taught them to talk. The teacher informed the students that the animals in the book are from
Africa.
9:56 – At the conclusion of the observation, the teacher pulled down a map to show the students where
Africa is on the map.
Comments and Recommendations:
Ms. Blakley’s pacing of the Morning Message lesson has improved in comparison to Site Evaluation 1.
Ms. Blakley successfully incorporated Brain Breaks into her lesson to assist students with restlessness.
During the lesson, the words work clear and appropriate.

Ms. Blakley successfully improvised her lesson and demonstrated flexibility when the Interwrite board
malfunctioned.
Consider utilizing a pointer and have the students read to the class. Having a volunteer point while
reading can help focus the class and slow the pacing so students can follow the text. Remember to wait
for and direct the students to recite the words as a class while reading aloud. Try to have the class keep
pacing as you or a volunteer reads the sentences aloud.
Ms. Blakley’s classroom management is age appropriate.
Ms. Blakley is patient and provides multiple warnings before a consequence. (Age appropriate)
Consider adding fifth word that fits pattern or format to eliminate the selection of the only word
remaining as the choice for the matching activity.
Ms. Blakley’s lesson demonstrated an appropriate level of rigor and “grit.” She held students
accountable to knowing the words.
During the lesson, there were multiple opportunities to think then turn and talk. Remember to give wait
time for students to consider their answers before turning and talking or sharing out to the class.
GCU College of Education
LESSON PLAN TEMPLATE
03/2014
Teacher Candidate: Linda Blakley

Grade Level: Kindergarten
Date: March 26, 2018
Unit/Subject: Unit 6 Cycle 2 Day 1/ RELA
Instructional Plan Title What happens in different kinds of weather? Day 1
I. PLANNING
Lesson In whole group instruction, students begin examining text related to different kinds of weather and while
summary employing the visualization reading strategy to help ensure comprehension. Students will also begin
and focus: learning that the initial /k/ sound is produced by the letter k- in many words while the final /k/ sound in
some words may be produced by -ck. Introduction to this week’s sight words, she and was, will also
occur. For grammar, students will quickly identify plural nouns within given sentences and the /s/ sound
associated with plurals.
Classroom  Three students reading DRA level 2-3, five students reading at level 3-4, nine students reading at
and levels 4-6 per assessment in January. One male student is an English Language Learner who is
student reading at a level 2 due to his lack of English vocabulary; this student receives ESOL support
factors: services and needs support in the production of phonemes. This class is composed of more girls
than boys. Three girls and one boy receive support from the Early Learning Center for social and
emotional development.
 Due to the young age of the students, brain breaks are included in planning and may also be
implemented as needed when students get restless or appear to lose focus.
 Each of these must be taken into account regarding story vocabulary, high-frequency word
recognition/identification in the morning message, and comprehension of a harder text. The ELL
student requires some additional support for the production of certain blends phonemes.
 Additionally, a pre-kindergarten student has recently been assessed at a high reading level and
now sometimes joins the kindergarten class for RELA instruction, whole class and small group
guided reading.
National Maryland Common Core Standards:
/ State SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly
Learning L.K.5.c Identify real-life connections between words and their use (e.g., note places at school that are
Standard colorful).
s: L.K.2.c Write a letter or letters for most consonant and short-vowel sounds (phonemes).
RF.K.3.c Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
L.K.1.c Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).
Source:
http://mdk12.msde.maryland.gov/instruction/curriculum/reading/includes/AdditionalFiles/MCCRS%20Ele
m%20School%20(PK-K).pdf
Specific learning target(s) / Teaching notes:
objectives: This is the first day of the second week of the sixth unit. The first week involved
1. Students will verbally examination of seasons and the differences between seasons. This week will focus
share their own weather on how weather can change and the differences between specific kinds of weather.
experiences and connect
those weather
experiences with the
day’s vocabulary and the
topic of the text.
2. Students will be able to
decode words, thinking
about the location of the
/k/ sound, and connect
them with an image
associated with the word.
3. Students will display an
understanding of the
meaning of two new
sight words, she and was,
by reading them in given
sentences and making up
their own sentences
using these words.
4. Students will identify
and/or form plural nouns
through the addition of
/s/ or /es/.
Agenda: Formative assessment:
1. Morning Message 1. Teacher observations during lessons for phonemic awareness, phonics, and
2. Brain Break grammar lessons
3. Intro guiding question 2. Teacher observations of turn-and-talk in relation to questions about the text
4. Smart Board Presentation for indicating student understanding and text-to-self connections
Phonemes/Phonics and sight 3. Student independent work for phonics (at the conclusion of the lesson plan)
word sentences
5. Brain Break
6. Read Rain and model
visualizing
7. Students receive instructions
for a center activity and begin
small group rotations.
Academic Key vocabulary: Function: Form:
Language: predict The use of the key vocabulary is intended to
temperature support comprehension of the text, Rain. Students
visualize should understand that meteorologists predict the
weather. Students should be able to identify rain as
a kind of weather. They should also understand
that we measure the temperature of the air to
determine if it is hot or cold each day. Each of
these terms is terms related to weather.
Instruction 1. Easel, dry erase markers, dry erase eraser and teacher’s pointer
al 2. Equity sticks
Materials, 3. Unit 6 Big Book for guiding question introduction pages (p. 20-21)
Equipment 4. Smart Board, projector, computer, Smart Notebook presentation (for phonics and sight words
and activities;)
Technolog **The Smart Board is mostly functional, but alignment attempts have not yet been successful
y: resulting in a misalignment of the pen and cursor. **
5. Unit 6 Big Book for Rain text and teacher’s pointer
6. Independent Seat Work: Worksheet forming words ending in -ck, illustrating these words indicating
comprehension after decoding and early finishers may use the words in sentences on the back of the
paper.
7. Centers: Writing center: “growing a flower” with sight word recognition/usage or /k/ sound words
and usage; Library center: students may read from the classroom library or use many of the reading-
based materials located in the center; Dramatic play center, computers, or listening center (based on
cooperating teacher’s rotations)
8. Homework instructions in the student’s homework journals (Use the new sight words, she and was,
in written and illustrated sentences later in the week.)
Grouping:  During the examination of the Morning Message, the sight words chosen for identification are
assigned to students in certain homogeneous reading groupings.
 Students will use the turn-and-talk with a partner strategy in which groups are heterogeneous during
the reading of the big book text and discussion.
 Student independent seatwork activities also have students grouped homogeneously as they rotate
seatwork/centers/guided reading in homogeneous groupings.
II. INSTRUCTION
A. Opening
Prior Students gather on the carpet and read the morning message independently. Students will fluently
knowledge identify the previously introduced sight words or high-frequency words. Particular students are called
connection: based on the selection of their equity stick or to redirect students. The class reads the morning message
together with the teacher’s guidance on difficult or unknown words using reading strategies.
Anticipatory Students are asked to share their experiences with weather, during the morning message question and
set: the introduction to the guiding question. Students will access their background knowledge on the subject
and orally relate it to their peers.
B. Learning and Teaching Activities (Teaching and Guided Practice):
I Do Students Do Differentiation
1. The teacher guides the students 1. Students walk down the stairs,
down the stairs from breakfast and unpack, and bring their necessary
instructs them to unpack, bringing items into the classroom. They also
their folder and necessary materials unstack chairs at their tables and
into the classroom. The teacher organize their tables quickly before
praises and rewards students who they follow of a daily routine of going
are meeting or exceeding to the carpet and sitting down. Once
expectations. seated, students begin reading the
Morning Message, written on the
easel, to themselves.
2. After ample time for all students to 2. Students who are called upon will use  Students are assigned the
engage with reading the morning the known color coding used by their identification of sight
message, the teacher selects teacher for identifying sight words or words based on their
students to identify sight words chunks. Students sit patiently awaiting individual
(words are selected based on the their peers to complete the requests as needs/weaknesses or
reading group and student well as paying attention, homogeneous reading
weaknesses daily). Students may reading/looking to identify the sight groupings.
also offer to identify chunks or words, etc. to be prepared to assist  Students who lose focus
unfamiliar words. their peers. Students may be selected will be refocused, verbally
by the students who are struggling for or nonverbally, or selected
support. to participate.
 Students receive Class
Dojo points awarded by the
3. The teacher instructs the students teacher for appropriate
3. Students read the morning message actions and meeting
that it is time to read the morning with the teacher using decoding
message together and guides the expectations as well as
strategies and comprehension verbal and nonverbal
students using the pointer. The strategies. Students are also allowed to
teacher pauses at any questions and praise.
respond to questions in the text of the
provides some students the morning message.
opportunity to share their
responses willingly by raising their
hands or through the selection of
equity sticks.
4. The teacher leads the students to 4. At the conclusion of the morning

the conclusion of the morning message, students will have a brain
message in a brain break. break.
5. At the conclusion of the morning 5. Students observe the Big Book pages
message, the teacher leads the and share what they see. They then
students in the observation of p. turn-and-talk to their neighbor in
20-21 in the Big Book involving a response to the “Talk About It”
picture of a girl in the rain. The question. Students quickly share their
teacher reads the “Talk About It” ideas with the whole class as selected
question at the bottom of p. 21 by the teacher.
aloud and asks the students to turn
and talk to their neighbor. The
teacher observes this conversation
and keeps it short. The teacher
selects the students to share their
responses.
6. The teacher then asks the students 6. Students follow the teacher’s direction  The ELL student shall
to stand up, turn around, and sit to face the “screen”. The students receive further support
back down facing the SmartBoard listen to the words produced by the with regards to enunciation
“screen”. The teacher begins the teacher and repeat the names of the and proper mouth
presentation for phonemic images. Students shall restate the formation for the
awareness/phonemic isolation. The names of the items and isolate the /k/ production of the /k/
teacher displays images of a koala, sound. They can identify that the sound.
a key, a king, and a kite. The phoneme appears at the beginning of
teacher orally identifies each image the word.
with students repeating the name
of the image. The teacher tells the
students that each of the words has
the /k/ sound. The students are
invited to say the words with the
teacher isolating the initial /k/
sound.
7. The teacher then shows the 7. The students will state the names of  The ELL student shall
students images of a duck, lock, the objects in the images and identify receive further support
clock, sick, and a truck. The that the /k/ sound is at the conclusion with regards to enunciation
students are to repeat the names of of the word. The students restate the and proper mouth
the objects after the teacher names while isolating the /k/ sound. formation for the
identifies the objects. The teacher production of the /k/
then asks where the /k/ sound is. sound.
8. The teacher then transitions in the 8. Students will decode the words and
next slide to the Phonics match them to the images per the
presentation. The students must teacher’s instructions.
decode /k/ sound words and draw a
line from an image to the word
indicating an understanding of the
sound /k/ and its placement within
the word. The words and images
used are the same as above.
Additionally, the teacher shall
point out that some words contain
the letter Kk and others contain -
ck. The teacher will help with
decoding as needed and guide the
students in drawing a line on the
Smart Board between the image
and the word.
9. The last portion of the presentation 9. Students help read the sentences in the
involves sentences for the students presentation and then share their own
and teacher to read together using individual sentences using these sight
the new sight words, she and was. words.
After reading each sentence, the
teacher invites a student to share
their own sentence using that sight
word.
10. The students participate in a quick
10. The teacher again leads the brain break.
students through a second brain
break. The teacher then instructs
the students to sit back down so
they can see the big book.  The use of visuals
11. The students listen and receive the associated with vocabulary
11. The teacher will draw attention to information about the vocabulary help supports the ELL
the vocabulary cards hanging on words predict and temperature. student.
the reading focus board. Prior to
reading the text, the teacher will
inform students about the meaning
of the vocabulary words, so they
comprehend the text. The
vocabulary, predict, means to think
about what will happen next and
what weather is happening next.
The other vocabulary term,
temperature, is how we determine
how hot or cold it is.
12. Students listen to the statements from
12. The teacher turns to the story Rain the teacher about the story to increase
in the big book. The teacher shares comprehension.
that this story is a fantasy, so the
characters, people, or animals are
not real and that there are events,
like animals talking that do not
happen in real life. The teacher
introduces the story by stating that
the story is about the rainy season
in Africa. The teacher tells the
students that she will visualize and
invite them to close their eyes and
visualize as well. The teacher
reminds the students that when you
visualize, you see what is
happening inside your head like it
is happening to you or you are
watching a movie.
13. The students close their eyes to
visualize as well.
13. The teacher reads the text stopping
on p. 4-5 to visualize. The teacher
closes her eyes for a moment and
invites the students to do the same.
The teacher notes that the red soil
is hot and dry in the bright, hot
sun. The teacher models
visualizing by saying she feels hot
and can feel the dry ground as well
as see the cracks in the ground.
The teacher states that visualizing
helps understand better the setting
of the story.
14. Students listen/read along and

14. The teacher continues to model visualize with the teacher.
visualizing while reading the story
with student participation as
needed.
15. The students responding by stating
15. The teacher says that they need to that “zebras” indicates more than one
examine some of the sentences in zebra, lightning is only one, baboons
the text because some of the words indicate more than one, thunder is
are nouns (a person, a place, or a only one sound, and that raindrop is
thing) that indicate more than one, only one drop. The students should be
or plural. The teacher refers to the able to indicate that plurals end in /s/
following sentences with an and s or es.
examination of the bold words:
 I must tell the zebras.
 Lightning flashed.
 We must tell the baboons.
 Thunder boomed.
 A raindrop splashed.
16. The teacher briefly introduces the 16. Students observe the directions for the
new “grow a flower” center writing center activity of the week.
activity located in the writing
center. The students shall roll dice,
add the numbers together, and read
a word from one sheet of paper. If
they get the word right, they grow
the part of the flower
corresponding to that number and
continue, taking turns until a
flower is completely grown. The
students have the choice of a sight
words sheet or /k/ sound words
sheet. The students then write the
words on a dry erase board and
orally read them again. If time,
they play again with their
partner(s) using the other set of
words.
17. The teacher explains the day’s

17. Students listen to the seat work  Extension: Early finishers
directions. When finished they begin of early independent seat
independent seat work working
moving in the direction necessary for work are instructed to use
with the phonics lesson for the /k/
small group rotations. the words in sentences on
sound. When finished, the students
should turn the paper over and the back of the worksheet.
write sentences using the words.
She gives the sheets to the orange  Most differentiation occurs
group to begin seat work, in the small group guided
dismisses the yellow group to reading with the selection
centers, and asks the green group of books, selection of
to get their bag of books for small reading strategies, etc.
group and move to the teacher’s
table.
III. ASSESSMENT
Summative Since this is the first day of this week’s instruction, the summativeDifferentiation:
Assessment: assessment is not useful at this time. Repetitive lessons will ensureWhen the Unit 6 assessment is
learning, practice, and retention to be observed with the Unit 6 given, a small group of students
assessment at the conclusion of the cycle. who need support academically or
behaviorally may be pulled for a
small group assessment
administration. The assessment
will not be shortened or
administered in different sections
as no student has demonstrated a
significant issue with remaining
focused for that period of time.
Closure: The teacher asks students to provide them one word that includes the /k/ sound.
Homework: The students receive a homework calendar in their homework journal. Their homework for tonight
practices a skill from last week as the students are able to complete independently. Toward the end of
this week, the students are asked to write a sentence for each of this week’s sight words and illustrate
these sentences.
Morning Message:
March 26, 2018
Dear class,
Today is Monday and we will begin talking about weather. Did you enjoy last week’s weather? We will read the new
story “Rain”. Later this morning the librarian will come to read to you. You also have Lending Library this afternoon.
Are you ready to have a fun day?
Love,
Mrs. Blakley
Sight words to identify: will, you, are, this, did, is, have, read, come (priority)
Blends for students to offer to identify: -ay (long a sound), -ing, ee (double vowel pair for long e sound), ea (vowel pair
for long e sound), -er (at the conclusion of a word; r-controlled vowel)
Independent seatwork:
(front is for -ck words; back is lined for writing sentences)

Name____________________________________________________ Date ________________________
-CK Words In each box, finish the word by putting “ck” in the blanks. Sound out the word and draw a
picture of what the word says.
tru ___ ___ lo ___ ___ clo ___ ___
du ___ ___ ne ___ ___ cra ___ ___
ba ___ ___ si ___ ___ sti ___ ___

Now, try using the words in sentences. Use your best handwriting and stay on the lines.
(Differentiated for Yellow Group)
Name____________________________________________________ Date ________________________
-CK Words In each box, finish the word by putting “ck” in the blanks. Sound out the word and draw a
picture of what the word says.
tru ___ ___ lo ___ ___
du ___ ___ ne ___ ___

ba ___ ___ si ___ ___
Now, try using the words in sentences. Use your best handwriting and stay on the lines.
This portion of the page shows thumbnail images of the Smart Notebook presentation for phonemic awareness (phoneme isolation) and phonics:

Points 300: STUDENT NAME - STUDENT NUMBER

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CLINICAL PRACTICE EVALUATION 2

Linda Blakley 20271843

Bachelor of Science in Early Childhood Education

ECH-485 2/12/2018 4/8/2018

Samuel Chase Elementary School

FOR COURSE INSTRUCTORS ONLY:

Linda Blakley 20271843

InTASC Scoring Guide

Standard 1: Student Development Score N/A

Linda Blakley 20271843

InTASC Scoring Guide

Standard 2: Learning Differences Score N/A

Linda Blakley 20271843

InTASC Scoring Guide

Standard 3: Learning Environments Score N/A

Linda Blakley 20271843

InTASC Scoring Guide

Standard 4: Content Knowledge Score N/A

Linda Blakley 20271843

InTASC Scoring Guide

Standard 5: Application of Content Score N/A

Linda Blakley 20271843

InTASC Scoring Guide

Standard 6: Assessment Score N/A

Linda Blakley 20271843

InTASC Scoring Guide

Standard 7: Planning for Instruction Score N/A

Linda Blakley 20271843

InTASC Scoring Guide

Standard 8: Instructional Strategies Score N/A

Linda Blakley 20271843

InTASC Scoring Guide

Standard 9: Professional Learning and Ethical Practice Score N/A

Linda Blakley 20271843

InTASC Scoring Guide

Standard 10: Leadership and Collaboration Score N/A

Linda Blakley 20271843

Total Scored Percentage:

AGREEMENT AND SIGNATURE

GCU Faculty Supervisor

Date: March 26, 2018

Comments and Recommendations:

During the lesson, the words work clear and appropriate.

Ms. Blakley’s classroom management is age appropriate.

Teacher Candidate: Linda Blakley

4. The teacher leads the students to 4. At the conclusion of the morning

14. Students listen/read along and

17. The teacher explains the day’s

March 26, 2018

(front is for -ck words; back is lined for writing sentences)

tru ___ ___ lo ___ ___ clo ___ ___

du ___ ___ ne ___ ___ cra ___ ___

ba ___ ___ si ___ ___ sti ___ ___

Name____________________________________________________ Date ________________________

tru ___ ___ lo ___ ___

du ___ ___ ne ___ ___

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