Teacher Work Sample Second Grade Language Arts Butterfly Unit | EDUC 4166, Exams of Education Planning And Management

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Teacher Work Sample

Second Grade Language Arts

Butterfly Unit

Fall 2008

Midwestern State University

EDUC 4166

Contextual Factors Community, District, and School Factors : Wichita Falls is a town located in Northern Texas with a population of approximately 107, 000 people. According to the 2000 U.S. Census, there were 12,935 people in Wichita Falls whose income was below the poverty level. The city’s violent crime index is twice as high as the state’s crime index. Fain Elementary is located at the southwest side of Wichita Falls. I was student teaching in a second grade classroom with 22 students. Out of 15,038 students from the Wichita Falls Independent School District, 601 students attend Fain Elementary. According to the statistics from 2006-2007, 22% of the students were African American at Fain Elementary School, 17% were Hispanic, 55% were Caucasian, .3% were Native American, and 3% were Asian/ Pacific Islander. There were 57% of students at Fain Elementary School that were eligible for free or reduced lunch and less than 1% of students were considered to be Limited English Proficient (LEP). The mobility rate for this school was 21%. The school offers programs to accommodate the 4% of students who are gifted and talented and the 12% of students who receive special education. The parent involvement at this school seems to be exceptionally high. I observed parents at the school meeting with teachers, copying papers and visiting their children for lunch. Wichita Falls is exceedingly supportive of a variety of education programs all over the district. The Texas Education Agency and the Magnet Schools of America Association District have continuously recognized Wichita Falls Independent School for its academic success. Classroom Factors : The classroom where I completed my student teaching was brand new and was very well organized. The bright green, pink, and blue decorations

Student Characteristics : There were 22 students in my classroom consisting of 14 girls and 8 boys. Of the students in the class, 6 were African American, 4 were Hispanic, and 12 students were Caucasian. There were 6 students with ADHD in the classroom and 5 students were considered at-risk. These students were considered at-risk on the basis of their previous year’s TPRI results and grades. Although there were no students with identified learning disabilities, there were 5 students who struggled with reading. The five students excelled in most other content areas but after viewing their current TPRI and District math test results, I decided to implement modified instruction of Language Arts. There were 3 students who were on 1 st^ grade, story 1. One of the students who struggled with reading was repeating the second grade this year. He was skillful in math but often had difficulty with word problems because his reading level is low. These students required accommodations that included additional time for coursework as well as orally presenting printed content to the students. I also planned to work on sight words, spelling and reading with the struggling students both individually and in groups. Another student was diagnosed with ODD. She was extremely pleasant in the classroom but I planned to pick my battles with her and encourage her as much as possible. There were a few other students that had behavioral and emotional issues. I made frequent referrals to the counselor’s office and several corrective procedures. I tried to prompt these students often and use tactile and kinesthetic activities to increase their attention and participation. One student seemed to be high performing but often became distracted and disruptive when he completed his assignments. For him, I tried to prompt him often and always have something for him to complete when he completed his assignments. Two students in the classroom had bowel problems listed on their health

forms and were taking medication. I allowed these students to have frequent restroom breaks if needed. One student never finished her homework or brought signed paperwork back to class. I had her and a few other students work with an aide in the mornings between 8:00am- 8:30am to finish their homework. Instructional Implications : The students in this class appear to appreciate kinesthetic activities and using manipulatives. I incorporated many hands-on learning experiences and visuals into my lessons to benefit all students. Lower students were paired with higher students and were observed often to check for understanding and on task behavior. Students who rarely completed their homework were pulled in the mornings by an aide and received help to complete their homework. Students with behavioral issues were prompted often and strategically paired with students who were always on task. Because of the low percentage of at-risk students who were allowed to be pulled for RTI, we pulled four students during our scatter time (at the end of the day) for tutoring. Only one student was able to be pulled for RTI in tier two. Students were grouped carefully to consider distractions and confrontations. Modifications of grouping were implemented as well as peer tutors. The class worked in a variety of groups: whole group, pairs, small group and individual. It was difficult to incorporate technology in the classroom because the computers were not hooked up until my last two weeks with the students. Because the classroom was brand new, we did not have a television either. I tried to use the ELMO, visuals and the overhead projector as often as possible to incorporate technology. I also used a curriculum web page on the teacher’s computer. Assessments for the butterfly unit

Learning Goals

Learning Goal #1 - Students will be able to identify the butterfly life cycle vocabulary. This learning goal was appropriate for 2nd^ grade because it allowed the students to increase their level of comprehension. This goal was aligned with the comprehension level of Bloom’s Taxonomy because the students will be identifying the stages and vocabulary words of the butterfly life cycle. This goal built on prior knowledge of - listening to and reading stories for entertainment and built on reading stories with the intent of learning new word meanings. Students in this grade were learning how to recognize vocabulary terms while reading and listening to stories read aloud versus the purpose of entertainment. For example, while reading or listening to a story, students will be listening for the targeted vocabulary terms in order to establish the meanings of the words. The students will also be able to understand the word meanings through concrete experiences. For example, for our butterfly unit, the students will be viewing the life cycle of the butterfly by watching a live caterpillar change. I will keep a butterfly kit in the classroom for students to view. The students will be able to identify the word chrysalis with the stage that the caterpillar is in. This goal was aligned with the Texas Essentials for Knowledge and Skills (TEKS) which is defined as follows,“ §110.4. English Language Arts and Reading, Grade 2. (1) Listening/speaking/purposes. The student listens attentively and engages actively in a variety of oral language experiences. The student is expected to: (C) participate in rhymes, songs, conversations, and discussions (K-3); (8) Reading/vocabulary development. The student develops an extensive vocabulary. The student is expected to: (A) discuss meanings of words and develop vocabulary through meaningful/concrete experiences (K-2); (B) develop

vocabulary by listening to and discussing both familiar and conceptually challenging selections read aloud (K-3); (C) develop vocabulary through reading (2-3); (9) Reading/comprehension. The student uses a variety of strategies to comprehend selections read aloud and selections read independently. The student is expected to: (C) retell or act out the order of important events in stories (K-3); (10) Reading/literary response. The student responds to various texts. The student is expected to: (A) respond to stories and poems in ways that reflect understanding and interpretation in discussion (speculating, questioning) in writing, and through movement, music, art, and drama (2-3); (B) demonstrate understanding of informational text in various ways such as through writing, illustrating, developing demonstrations, and using available technology (2-3) §112.4. Science, Grade 2. (6) Science concepts. The student knows that systems have parts and are composed of organisms and objects. The student is expected to: (D) observe and record the functions of animal parts. (8) Science concepts. The student distinguishes between living organisms and nonliving objects. The student is expected to: (A) identify characteristics of living organisms.”

Learning Goal #2 - Students will be able compare and contrast butterflies and moths. This learning goal was appropriate for 2nd^ grade because it allowed the students to demonstrate their knowledge of butterflies and analysis of learning. This goal was aligned with the knowledge and analysis level of Bloom’s Taxonomy because the students will be comparing and contrasting butterflies and moths. This goal builds on prior knowledge of thinking maps and builds on their skills of the use with thinking maps. They will be completing several forms of graphic representations of the topic. For example, the students will be creating a Venn diagram to compare butterflies and moths.

such as through writing, illustrating, developing demonstrations, and using available technology (2-3); (15) Writing/penmanship/capitalization/punctuation. The student composes original texts using the conventions of written language such as capitalization and penmanship to communicate clearly. The student is expected to: (A) gain increasing control of aspects of penmanship such as pencil grip, paper position, stroke, and posture, and using correct letter formation, appropriate size, and spacing (2) (B) use word and letter spacing and margins to make messages readable (1-2); (C) use basic capitalization and punctuation correctly such as capitalizing names and first letters in sentences, using periods, question marks, and exclamation points (1-2); and (17) Writing/grammar/usage. The student composes meaningful texts applying knowledge of grammar and usage. The student is expected to: (B) compose complete sentences in written texts and use the appropriate end punctuation (1-2); (C) compose sentences with interesting, elaborated subjects (2-3). §112.4. Science, Grade 2. (6) Science concepts. The student knows that systems have parts and are composed of organisms and objects. The student is expected to: (D) observe and record the functions of animal parts. (8) Science concepts. The student distinguishes between living organisms and nonliving objects. The student is expected to: (A) identify characteristics of living organisms.”

Assessment Plan Overview of Assessments Pre and post-assessments for the butterfly unit will be paper-pencil assessments

along with one hands-on post test. The responses to the pencil and paper form of the pre- test will be graded on effort and completion. The post test responses are graded as incorrect or correct. During the unit, formative assessments will include paper-pencil and performance tasks. These will be based on the goal we are addressing at the time. In order to establish whether re-teaching is necessary, assessments will be made during the butterfly unit by use of checklists and rubrics. Formative assessments such as observations, class discussions, and observations of students will be conducted throughout the unit. During the unit, I will model examples and handwriting on the board and question the students to check for understanding. The students will be given many opportunities to learn the material in concrete and meaningful ways. Pre and Post Assessments In order to determine what the students know or have discovered during the course of the thematic unit, I created pre and post assessments. I used a variety of post assessment tools to measure students’ progress throughout the unit. These assessments are appropriate because they allow the teacher to evaluate student progress through meaningful experiences. Learning Goal #1 dealt with identifying the butterfly life cycle vocabulary. The pre-assessment for this goal will be a K-W-L chart. The students will be given a K-W-L chart and asked to write what they already know about butterflies and what they want to know. I will also put a large K-W-L chart on poster board and complete as a whole group. This will allow the students to generate ideas about what they want to know and

Learning Goal #3 dealt with identifying the characteristics of a monarch butterfly. The pre-assessment for this goal will be a K-W-L chart. The students will be given a K-W-L chart and asked to write what they already know about butterflies and what they want to know. I will also put a large K-W-L chart on poster board and complete as a whole group. This will allow the students to generate ideas about what they want to know about butterflies. I will generate questions to determine if the students have heard of other types of butterflies or monarch butterflies. The post assessment will include a paragraph writing using the four square method. The students will be given lined butterfly paper and asked to write an informational paragraph about Monarch butterflies. They will have to include six sentences: a topic sentence, two detail sentences about the appearance of a monarch, two detail sentences about the migration of a monarch and a conclusion sentence. This post test will be graded on completion, the correct characteristics of a Monarch butterfly described and the inclusion of the four square sentences. Formative Assessments Observation was used for the majority of the formative because it is a great tool to assess student’s learning through discussion in whole group settings. Informal observation reduces student anxiety because they are not aware they are being assessed and are not having to produce a concrete product. Differentiating instruction enables the student to produce a concrete product without the monotony of paper-pencil assessments. The formative assessment includes several ways to access student progress to meet the learning goals for this unit. I will be using technology, art projects, hands-on manipulatives and observation tools for formative assessments. These assessments will

allow the teacher to evaluate the student’s progress during the lesson. The teacher can also monitor her teaching strategies if the concepts are not being understood. The formative assessments are appropriate because they can be used in a whole group, small group or an individual setting and allow the students to evaluate their own learning. Learning Goal #1 dealt with identifying the butterfly life cycle vocabulary. Observation of students will be used for the majority of the formative assessments for this learning goal. The teacher will observe the students creating their flip chart of the vocabulary words and definitions. The students will practice the words with a partner using their flip charts as a guide. The teacher will assess whether the students can read and identify the vocabulary words on the flip chart. The students will observe the caterpillar in the butterfly kit and use the vocabulary terms to describe the stage that the caterpillar is currently experiencing. The students will participate in singing a song about the life cycle of a butterfly. The teacher will observe the students using the vocabulary words in the song. The students will complete a graphic organizer after listening to Charlie the Caterpillar read aloud by the teacher. The students will recall who, what, when, where from the story to complete their graphic organizers. The students will create an illustration of the life cycle of a butterfly and label the stages using the vocabulary words. They will also write a poem that tells the life cycle of a butterfly and create an illustration. By creating their own Very Hungry Caterpillar book, the students will practice identifying the life cycle of the butterfly. The students will identify the stage of a butterfly by also creating a caterpillar book and illustrating it. These assessments will be completed in class through discussion of whole group and individual participation. The teacher will observe the students using a curriculum web page. The webpage contains life

Learning Goals Assessments Format of Assessment Adaptation Learning Goal # Students will beable to identify the butterfly life cycle vocabulary.

Pre-Assessment Formative Assessment

Post- Assessment

K-W-L

Observation:

• butterfly kit
• singing song
• curriculum web page
• flip chart Worksheets, writing, art:
• poem
• Eric Carle book
• Who? What? When? Where?
• illustrating butterflylife cycle
• caterpillar book Hands-on:
• Ordering manipulatives (life cycle) Paper-pencil test:
• vocabulary test

Repeat and modify instructions asneeded Demonstrate and assist with curriculum web page, cutting and gluing for flip chartMultiple examples Concrete models of life cycle Visual models of life cycle Orally and visually presenting information

Tests read orally if needed Modeling Extra time on assignmentsVerbal cues Frequent reviews of vocabulary

Learning Goal # Students will be able compare and contrast butterflies and moths.

Pre-Assessment Formative Assessment

Post-Assessment

K-W-L

Graphic organizer

• Venn diagram Observation
• Butterfly kit
• Curriculum web page

K-W-L

Repeat and modify instructions as needed Demonstrate and assist with curriculum web pageMultiple examples of graphic organizers Multiple books with information Visual models of butterflies and mothsOrally and visually presenting information ModelingExtra time on assignments Verbal cues Visuals

Assist with spelling Learning Goal # 3 Students will be able to write aboutthe characteristics of a Monarch butterfly.

Pre-Assessment Formative Assessment

Post- Assessment

KWL chart Art/ worksheets/writing

• Homebound journal writing 4 square
• Monarch worksheet
• creating a monarch
• Informational paragraph using 4square writing

Repeat and modify instructions as needed Demonstrate and assist with curriculum web page Multiple examples of letter writing Visual models of Monarchbutterflies Orally and visually presenting information Assistance will be allowed for spelling purposes Some students may require a paper to visually reference the four square writing method.Extra time will be allotted to those who need it

activities and lessons into the unit that would help the students identify the characteristics of moths and butterflies so that they could compare them. I also provided the students with many informational books about moths and butterflies that they could read on their own in the classroom. The pre-assessment used for learning goal #3 evaluated the students’ ability to identify the characteristics of a monarch butterfly. This assessment allowed the students to describe characteristics of a monarch butterfly on their K-W-L chart. I asked the students many questions about the appearance of a monarch butterfly and if they knew other types of butterflies. Many students did not write about the types of butterflies or what a monarch looked like. However, some students wrote in the want to know category of their K-W-L chart that they wanted to learn about the types of butterflies. This showed me that the students had an interest in the types of butterflies and that they might enjoy learning and identifying monarch butterflies. I planned to implement many lessons and activities for the students to help them identify the characteristics of a monarch butterfly. Unit Overview This is an introductory unit on butterflies for a second grade class who has had beginning instruction on this concept. I began this unit by administering a pre-test to determine what the students already knew about butterflies. To start this unit on butterflies, I used hands-on and engaging demonstrations to help teach this concept. I incorporated the butterfly kit and games on the curriculum web page to teach this concept in a concrete manner. For each lesson, I expanded on the concept of butterflies by adding more challenging material for the students to learn. I incorporated art into many of the activities to reinforce the concept both visually and kinesthetically.

Throughout this unit, I provided demonstrations and examples for the students to see and record. Books and manipulatives used in various lessons were integrated into the reading and technology center of the classroom. Some of the hands-on activities included a flip chart, sequencing the life cycle manipulatives, construction paper and crayons to create illustrations and summaries of the life cycle and hula-hoops to create Venn diagrams with a partner. I used observations and various activity sheets to evaluate the students’ progress throughout the unit. For the post-assessment, I combined various questions from the unit involving vocabulary words in pencil and paper format. Activity 1 This lesson required that the students copy a poem about a caterpillar changing into a butterfly. Then, I would show the caterpillar book that I created to help the students memorize the life cycle. Then, the students were given construction paper to create their own caterpillar book. The construction paper was already cut and the students were to illustrate the book with crayons. This lesson reinforces goal #1 because the students will be discussing and illustrating the life cycle of a butterfly by creating their own caterpillar book. The lesson stems from the pre-assessment results from the KWL chart. The students had very little prior knowledge of butterflies laying eggs. They had only mentioned that butterflies were once caterpillars not that they had originated from an egg. This activity will help reinforce the life cycle stages and will be a fun activity for the students to engage in. After the activity I will assess student learning by asking the students to repeat the life cycle of the butterfly aloud. I will call on volunteers to present their books to the class. I will also view their completed books to determine that they had ordered the stages correctly and created an illustration relating to the stage.