CWS Part I
TT2: Candidate Work Sample
Teacher’s Name :_Liza Sosnowski Grade Level: Kindergarten
School:_The Hay School___________ Year:__2011_________
CWS Section I: Unit Topic or Title (from the long-range plan (LRP), key element 1.C) The unit (i.e., a set of integrated lessons designed to accomplish learning objectives related to a curricular theme, a particular area of knowledge, or a general skill or process) is drawn from the long-range plan.
Life Science: The Characteristics of Organisms
· Standard K-2: The student will demonstrate an understanding of the characteristics of organisms. (Life Science)
· Indicators
·
· K-2.1 Recognize what organisms need to stay alive (including air, water, food, and shelter).
· K-2.2 Identify examples of organisms and nonliving things.
· K-2.3 Match parents with their offspring to show that plants and animals closely resemble their parents.
· K-2.4 Compare individual examples of a particular type of plant or animal to determine that there are differences among individuals.
· K-2.5 Recognize that all organisms go through stages of growth and change called life cycles.
CWS Section II: Contextual Factors
(Based upon your field placement and your selected case study student, describe how you would ideally address contextual factors to meet the needs of your students, including your case study student.)
A. Classroom description – Considering overall expectations (e.g., national, state and local standards) for your grade, describe relevant student characteristics and other factors related to the community, district, school, classroom, or the students that are likely to impact instruction and/or overall student learning with regard to the selected instructional unit.
The Hay School is located in Charleston, South Carolina. The school is in the middle of Charleston’s busy downtown area and serves mostly underprivileged students. The kindergarten program is full day and there are afterschool sports programs and extra help sessions available. My kindergarten class consists of 11 students. There are 6 males in the class and 5 females. There are 7 African American students and 4 White students. My classroom is an inclusive classroom. One of the boys is autistic, one has significant learning and communication disabilities, and I have a female who struggles with rhyming words. My students actively participate in a wide range of afterschool activities such as dance, art, karate, soccer, basketball, and pewee football. Most of my students attended a preschool prior to this year.
B. (Step 1 (I)- Identify Overall Classroom Demands
Classroom Organization (UDL Principles 1, 3, 4, 7, 8, 9)
· Physical arrangement of desks, learning centers, computers, book shelves, wall decorations, bulletin boards and lighting.
There is a big rug in the center of my classroom where we have our morning meetings. Our SMART Board is located in the front of the class and can be easily viewed by all students from the meeting rug. One of the students in our classroom, Tommy, is autistic. He has been working on his communication skills by using a picture system called “PECS,” to help him communicate with the teachers and other students (Wallin, 2001). Therefore, there are pictures around the classroom that symbolize the different centers and areas of the classroom. Tommy can know which area of the classroom he should go to when the teacher holds up the picture card to him that symbolizes the certain area he should go to. Tommy has a picture book that he also uses to help communicate his needs with the teacher. We also gather on the rug for whole group and small group instruction and activities. We have a kitchen center, block center, a farm center where the students can learn about different farm animals, a reading center that includes many books on animals, art center and computer center (three computers) in our room. The students do not sit in desks; instead, we have three large tables for students to sit when we break up for small group time. The large size of our classroom has allowed for us to have an actual refrigerator and an oven where we cook together as a class on Fridays. Our class is well lit by natural light which comes from the two large windows located in the back of the classroom, as well as fluorescent lighting. We have a bookshelf that separates the meeting rug area from the tables where the students get to sit. There is another bookshelf by the oven that holds our cups, utensils, bowls, and baking supplies. My desk is located in front of our class kitchen which allows the kitchen to be separated from the student’s work tables. My assistant teacher’s desk is located in the middle of the classroom and separates the meeting rug area from the kitchen and block center. I have a rocking chair to sit in in front of the class by the smart board. There is also an easel by my chair that I use when doing our daily journal instruction. We have been journaling about animals. The easel is also used to help support my Big Books that I use during reading instruction. We also have a stand full of puppets in the front of the class that I will use periodically during my instruction. I tend to use these puppets a lot when we work on our animal unit. I am able to use the animal puppets to help the children learn about their different characteristics. Tommy really likes to watch the teacher use the puppets. At first he was uncomfortable with putting his hand in the puppets, but overtime he has gradually become more accustomed to it. In order to help Tommy feel comfortable with having the puppets on his hands, the teacher will put soft gloves on Tommy’s hands that he likes to where. He will then put the puppets on over the gloves. We have a calendar on our wall at the front of the classroom that we use for our daily calendar routine. There is a strip of paper with the alphabet on it above the Smart Board. On the wall to the left of the door that you enter the classroom from there is a bulletin board that is decorated with the name of each student in the class and their pictures. Before you enter the classroom, there is a bulletin board outside on the wall that has the class news and pamphlets of information about what the class will be working on from week to week. This board is primarily used as one of the ways for parents to be able to pick up information about the class so that they can know what is going on in the classroom from week to week. The theme of the classroom this year is Dr. Seuss. Therefore, there are all sorts of Dr. Seuss inspired decorations on the walls and around the classroom. There is a door in the back of our classroom that leads to the playground. To the right of this door is a bookshelf which holds all of our outside equipment such as balls and hoola hoops. The students have cubbies to put their belongings in, and they are located towards the back and front of the room.
· Classroom routines and procedures for academic and nonacademic tasks
Each morning the class comes in and puts there book bags away in their cubbies. They then grab a book from the reading center and go to the meeting rug to read quietly. Tommy has really enjoyed the farm center in the classroom, and he is allowed to visit this center quietly during the early morning reading time. There are tons of picture books about animals that Tommy likes to look at. At 8:00am we gather together and sing our good morning song. The song that we have been singing every morning is “Old MacDonald had a farm.” This song helps the children learn the sounds that animals make. Each day each add a new animal to the song. As we sing the song, the teacher holds up picture cards of each animal the class sings about for Tommy to look at. This helps Tommy to understand which animal we are singing about and what they each sound like. Next we do our calendar routine using the calendar on the wall. We pull up the day’s weather on the Smart Board and discuss the weather. Next we have our classroom announcements where I go over with them the daily schedule and the expectations for behavior (This generally takes about 45 minutes). The teacher goes over the daily schedule posted on the wall, she has made a picture agenda for Tommy to look at so that he can follow along with the rest of the students. We will then go into our 25- 30 min writing instruction time which is journaling (whole group then individual work and one-on-one instruction). The teacher will hold up a picture of a journal and a pencil for Tommy to look at so he understands that it is journaling time. We are currently working on journaling about different animals. Tommy likes to draw, so during journaling time, he concentrates on drawing pictures of animals. He has a hard time writing, so the teacher accommodates for this by having him draw pictures of animals and encourages him to use as much detail in the pictures he draws as possible. The teacher always helps Tommy to write the name of the animal he draws on his paper by having him trace the letters that spells out the name of the animal. This is then followed by a 25- 30 minute math period (whole group, small groups with differentiated instruction and one-on- one instruction with Tommy and the teacher or assistant teacher). In math we are working on counting, number recognition, matching and sorting with animals. We have been using pictures of animals on our worksheets to count, match and sort. Tommy likes to look at the pictures of the animals on his worksheets and match them. Then we have snack. Then we go into our 25-30 minute period of reading instruction (whole group and one- on-one instruction) We have been reading stories about animals and have been learning about their different characteristics. Then our 25-30 minutes of science instruction (whole group)In science, we have been learning about animals, their characteristics, and what they need to live. Next is lunch. After lunch we have center time and computer time (25- 30 min). The next thing we do is we have our (25-30 min) social studies instruction. We have been learning about different places around the world, and the different animals that can be found in each place. Currently, we are focusing on the rain forest and the many animals that live there. Then we have recess. At the end of the day, each of the students is expected to do their classroom job. Then we gather back together on the meeting rug and discuss the events of the day. Next I pass out the students take home folders and instruct them to gather their items from their cubbies and pack the folders in their bags. While waiting for the dismissal bell, I will read one of the Big Books to the class or we will sing some fun songs together. We also close with the “Old MacDonald” song in order to reinforce the knowledge of the animals we have already learned and the new one that we learned about that day. The teacher again holds up the picture cards of the animals for Tommy to see as we sing the song.
· Classroom climate, or attitudes towards individual differences
The classroom will be an inclusive one in which each students needs are recognized, appreciated, and met. The classroom will be a place where each student is encouraged to meet his or her full potential. Individual differences are accepted and viewed in a positive light. The classroom will be one in which diversity is welcomed and looked upon favorable. The classroom is an inclusive classroom that “provides all students with equal access to a challenging, engaging, and flexible general education curriculum and the appropriate services that help them to be successful in society” (Salend, 2011, p. 8).
· Behavior management, such as classroom rules and monitoring
Each child shall know the expectations for appropriate behavior as they will be posted on the walls in pictures and in text around the classroom. During the morning meeting, the students will review the behavioral expectations. Each student shall know that there will be consequences for misbehavior. The behavior pictures around the room help Tommy to understand how he should behave at certain times during the day. There is great “need to create classroom environments that are safe for all students. These classroom environments must support the social, behavioral, and emotional needs of all students. Students who “understand their feelings and emotions can be better learners” (Banks and Zionts,2009,p.307-312). Therefore, it is important to implements a behavior plan in the classroom that all students can follow.
· The use of time for instructional and noninstructional activities
Instructional periods will last between 25-30 minutes with breaks for noninstructional periods in between. During all times throughout the day, Tommy will be assisted or monitored by a teacher, assistant teacher, or with by his peers when needed.
Classroom Grouping (UDL Principles 8, 9)
· Whole groups- The class will meet for whole group instruction during the daily morning meetings when the calendar and weather are discussed and the class announcements are done. A majority of instructional time will be spent in a whole group setting as well. These times will include the beginning of journal instruction, part of the math instruction, the science and social studies instruction, and part of the reading instruction.
· Small groups (types) Differentiated instruction will be done in small groups for parts of the math and reading periods. The groups will based upon the students’ abilities to work together and skill levels.
· Individual instruction During journal time, students will break up individually to write in their journals. This will also happen during the reading period where students will break away individually to read silently or with a teacher. Tommy will always have one on one time with the teacher or assistant teacher during writing, reading , and math times.
· Peer groups will be based on students’ skills and abilities. When appropriate, Tommy will be placed within a group that his best friend is in. His friend often helps Tommy with group tasks. Tommy is very comfortable with this friend and gets along well with him. Tommy’s best friend has been trained in the Pecs’s system so he understands how to communicate with Tommy by using the picture cards.
Instructional Materials (UDL Principles 1, 6, 7)
· Textbooks Text books with stories about animals will be used for reading. Math workbooks and text books will be used according to the math curriculum that has been chosen by the school district. The students will each have their own journal that the teacher had made that includes pages with sections for them to write on and sections in which they can draw pictures. The pictures they draw should illustrate what they are writing about. Since the teacher is doing the unit on animals, the teacher has specially made the students “field notebooks,” for them to do their journaling about animals in. Textbooks and workbooks will be provided for students according to the curriculum the school has chosen for social studies, and science. The students will also have access to the school library. The teacher has spoken to the librarian about the animal unit she is teaching, so the librarian has graciously picked out a variety of age appropriate books on animals for the class to check out when they go to the library. The librarian is familiar with Tommy’s interest on snakes, so she has specifically chosen several appropriate books on snakes for Tommy. He loves to go to the library and look at these books!
· Manipulatives Manipulatives will be used in all subject areas. They will help students to learning kinesthetically, visually, and will give them a more tactile experience. In math, the teacher has plastic animals of different sizes that she uses to help teach students about matching, sorting, counting and more. The teacher has picture cards to help her communicate with Tommy throughout the day in academic and nonacademic situations.
· Models The teacher will use modeling throughout each lesson she teaches so that the students will have clear examples of what the teacher expects from them. As she talks about animals in her lessons she will hold up a picture of the animal she is talking about so that Tommy will be able to associate what she is teaching the class about each animal, with the appropriate animal she holds up in the pictures.
· Technology Computers will be available in the computer center of the classroom for students to practice their reading, writing, and math skills. Each day the students will have time set aside for them to go on the computers to work on these skills. The teacher has chosen several child friendly types of software that deal specifically with learning about animals. During center time, the students are allowed to use the classroom computers to use the software on animals to do the activities that will help them learn about animals, where they live, and what they need to survive. The SMART board is another technology tool that the teacher will use in almost everything the class does together. Students who need assistive technology will be encouraged to use it when necessary (Salend,2011).
Instructional Methods (UDL Principles 1, 2, 3, 4, 5, 6)
· Direct Instruction Students will receive direct instruction during whole class instructional periods.
· Indirect instruction Indirect instruction will be used during small group or individualized instructional periods.
· Scaffolding Scaffolding will be provided during whole group, small group, and individualized instruction to help each student meet the demands of each instructional period. All the lessons will be scaffold to meet Tommy’s needs and the other needs of the students in the class.
· Independent practice Students will have time for independent practice during the journaling period and reading period of the day. Also, during center time, students will be encouraged to work in the centers independently.
· Homework Students will not be given homework to complete at home because Kindergarteners do not receive homework until first grade. Often times due to a variety of circumstances, students do not receive the appropriate help they need at home to do their homework (Salend, 2011). However, afterschool extra help will be provided for all students if needed. The students each have take home folders that they will bring home daily to show their families. The take home folders will include worksheets they have done that day as well as any notes from the teacher that parents will want to read so they can be informed about what their child is learning and what is going on in the classroom. Tommy goes to see his therapist after school a couple of times a week. The teacher and his therapist have talked about what they can do to help Tommy further understand what is being learned in class during his therapy session. They have agreed to for the teacher to make extra worksheets for Tommy and his therapist to work on after school, and she has provided the therapist with information on what the class will be learning later on in the week. The therapist uses this information to develop exercises and picture cards that will help prepare Tommy for what it to be learned later on in the week. Since the unit the class is working on is animals, the teacher has provided the therapist with some of the lessons on animals that the class will be doing throughout the week. The therapist looks at the lessons to be taught and makes picture cards and suggestions for the teacher to use to help Tommy prepare for each new lesson on animals that will be taught that week. By helping to familiarize Tommy with what will be taught during the week, he is better able to understand the information once it is presented in class.
Student Evaluation (UDL Principles 1, 3)
· Testing: Students will be tested at the beginning, middle, and end of the year in math and literacy in order analyze their progress throughout the school year. Through observation and questioning, summative assessments will be performed. Formative assessments will be mostly performance based as the teacher will use rubrics and checklists to evaluate student progress.
· Portfolio: Each student will have a folder in which their progress and work will be documented throughout the year (Salend, 2011, p.483).
C. Case study student description
In a paragraph, describe your case study student. Then go through Steps 2 – 4 of INCLUDE to analyze the student’s anticipated strengths and weaknesses. Include a description of the ways in which each of these factors will be taken into consideration during unit planning and instruction. Use steps 2 – 4 of the INCLUDE strategy within this section.
Tommy is a white student in the class who is autistic. He is five years old. Tommy struggles with communicating with others. Because of his struggle to communicate, he tends to be shy and prefers to play alone or with his best friend. At times, Tommy gets frustrated with his inability to communicate well with others that has caused him to have several temper tantrums in class. Between the teacher, assistant teacher, his family, and his therapist, Tommy has learned to communicate through a picture card system called PECS. This system allows Tommy to communicate his wants and needs by showing picture cards to others. The pictures symbolize what Tommy is trying to say. The teacher, assistant teacher, his family, and therapist have learned to communicate their wants and need to Tommy as well by using the picture cards. So far, this system has really helped Tommy communicate with others and has lowered his level of frustration and has cut down on the amount of temper tantrums he throws. Tommy is learning to use the cards to communicate in whole sentences by arranging the cards in certain sequences to say what he needs to say. Tommy’s best friend has learned how to use the PECS system as well. Tommy really likes animals, especially snakes. Since the class is learning about animals, Tommy has been really interested in the unit. The teacher works with Tommy and his therapist to develop strategies and techniques to help communicate with Tommy and to help him communicate with others. Tommy is a very bright student and is a joy to have in the class. IDEA has allowed Tommy to receive these special services (Autism Speaks, 2010).
a. Step 2 (N) – Note Strengths:& Needs of each Student (UDL Principles 1 – 7)
· Academics – basic skills, cognitive and learning strategies, & survival skills.
i. Tommy struggles to communicate with others. He prefers to either be alone or one on one with his best friend or a teacher. He really loves animals and is fixated on snakes. The animal unit the class has been doing has been really interesting to him. Tommy likes to draw and likes to include a lot of detail in the drawings he does. He struggles to write, so the teacher always works with him one on one to help him with his writing. Tommy communicates by using a picture card system call PECS, in which he uses pictures to communicate with others. The pictures symbolize different things that Tommy wants or needs. The teacher, Tommy’s family and friends have been trained in the PECS system. So far, this picture card system has really strengthened Tommy’s ability to communicate with others. Tommy needs a lot of one on one instruction with the teacher or assistant teach in most of the lessons taught to him throughout the day. Tommy goes to his therapist afterschool 2 to 3 times a week. He works with her to strengthen his communication skills. The teacher and the therapist are in constant communication to continually develop ways to help Tommy learn and strengthen his ability to communicate with others. Tommy responds well to modeling.
· Social-emotional development – interpersonal skills & coping skills
i. Tommy struggles to communicate with others. This sometimes causes him to get frustrated which causes him to have temper tantrums. He is also very shy because of his communication issues. However, he is learning to strengthen his communication skills by using the picture card system called PECS. This has dramatically changed his attitude. He is not as shy, and he does not throw temper tantrums as often as he used to.
· Physical development – vision, hearing, motor & neurological functioning.
i. Tommy has no problem with vision or hearing. He mainly struggles to communicate with others. He tends to have trouble writing as it is hard for him to form letters. Therefore he has fine motor difficulties. At times, Tommy seems to rock back and forth. This usually occurs when he is alone at center time or when he gets excited about something.
b. Step 3 (C) - Check for Potential Successes of each Student (UDL Principles 1 – 7)
· Analyze student’s strengths in view of classroom demands, noted in Step 1.
Tommy is a very detailed student in that when he finds interest in something he tends to really focus on learning everything about it. Right now he is really into animals, particularly Snakes. This has benefited Tommy since we are learning all about animals. When we do our journaling time, Tommy likes to include a lot of detail in the drawings he does in his journal. All of the children are encouraged to do so, but Tommy seems to really do well with this. Tommy is getting better at communicating with others by using the PECS system. As he becomes more able to communicate with others, it is obvious how bright Tommy is and eager to learn.
· Check for activities or tasks student can do successfully
A. Student thrives in drawing in his journal. The detail he uses is incredible.
B. Student also understands that his class job at the end of the day is to wipe off all of the tables. He is very diligent in making sure to do his job well.
C. Student is learning to communicate better with his teachers and class mates daily.
D. Student likes to use the technology in the classroom. Especially the software (zacbrowser.com)
c. Step 4 (L) – Look for Potential Problems (Mismatches) (UDL Principles 1 – 7)
i. Student struggles to communicate with his teachers and peers. At times this causes Tommy to be shy or it causes him to get frustrated and throw temper tantrums.
ii. Student can be easily distracted and fall off task.
iii. Student struggles to work in groups of two to three students.
iv. Student struggles with fine motor skills such as handwriting.
D. Add a classroom map depicting an ideal learning environment for your students.
(This can be drawn by hand or using an on-line tool.)
http://classroom.4teachers.org/
CWS Section III: Unit Plan (Part A) (key element 2.A):
A. Unit outline
Make a detailed outline of the instructional unit using the table below. Identify unit objectives and their correlated standards or expectations.
| Unit Objectives (Key element 2.A) | Correlated Standards/Expectations |
| 1. The student will identify where animals live, what they eat, drink, and what they need to survive. | Standard K-2 The student will demonstrate and understanding of the characteristics of animals. ( Life Science) K-4: The student will begin to create written work that has a clear focus, sufficient detail, coherent organization, effective use of voice, and correct use of the conventions of written Standard American English.
|
| 2. The student will identify similarities between offspring and their parents by matching images of full grown animals with their offspring. | Standard K-2: The student will demonstrate an understanding of the characteristics of organisms. (Life Science)
|
| 3. The student will identify differences between the characteristics of animals that live on land and those that live in the sea. | Standard K-2: The student will demonstrate an understanding of the characteristics of organisms. (Life Science)
|
| 4. |
|
| 5. |
|
| 6. |
|
| 7. |
|
| 8. |
|
| 9. |
|
| 10. |
|
CWS PART II
One Lesson Plan - Considering the objectives above and lessons you would plan for this unit, develop at least one detailed lesson plan which includes substantial accommodations using steps 5 – 7 of the INCLUDE strategy and the student described in your case study.
Writing Lesson
Grade level: Kindergarten
Estimated time: 25 min
Standard:
K-4: The student will begin to create written work that has a clear focus, sufficient detail,
coherent organization, effective use of voice, and correct use of the conventions of
written Standard American English.
Indicator:
K-4.2 Generate complete sentences orally.
Standard K-2: The student will demonstrate an understanding of the characteristics of organisms. (Life Science)
Indicator:
K-2.1 Recognize what organisms need to stay alive (including air, water, food, and shelter).
Objective: After drawing a detailed picture about of an animal (which includes at least 5 colors/5 details) in his/ her journal and writing a sentence about where it lives, what it eats, or what it drinks, the student will read their sentence(s) to the class. The student will receive a check if it is a complete sentence which includes a who/what and action word in the sentences the student writes.
Writing Materials:
Teacher’s writing journal
Student Journals ( We are calling the journals “field notebooks,” for the animal unit.)
Markers or colored pencils
Timer
Music
Procedure:
Activating Prior Knowledge
1) The teacher will activate prior knowledge by saying, “Yesterday, we practiced making complete sentences. Today, I will review with you how to make a complete sentence orally. When writing a complete sentence, you must include who and what is happening within the sentence that you write. TTW say, “I am going to write a couple of sentences on the board and I want you to tell me if whether or not they are complete sentences by looking to see if they have a who/what word and an action word within them.” The teacher will write on the dry erase board “feed my horse hay.” TTW ask, “Is this sentence a complete sentence?” TTW be listening for the students to say that it is not a complete sentence because it does not include the “I,” which is the who/ what of the sentence. TTW remind the students that a complete sentence needs to include both a who/what word in the sentence, and a complete sentence also needs to include an action word that tells what is happening in the sentence. Next, TTW write a complete sentence on the dry erase board such as, “The horse eats hay.” TTW ask the students if this is a complete sentence. TTW be listening for the students to say that it is a complete sentence because it has “horse,” which is the who/ what of the sentence and the action word which is “eats.” TTW say, “Now, I am going to practice writing a complete sentence in my journal that describes a picture that I will draw about where a horse lives and what he likes to eat and drink. Then I will read my sentence aloud to you.”
2) TTW get out her writing journal and will ask the student, “What is the first thing I need to do when I open up my journal?” The teacher will be listening for the students to say that the first thing she needs to do upon opening her journal is to turn to the first blank page.
3) TTW ask the students, “What should she write at the top of her blank page?” The teacher will be listening for the students to say they need to write their name and date at the top of the page.
4) TTW tell the students that “today, I am going to tell you about where horses live and what they like to eat and drink, and I will draw a picture to show you where they live and what they like to eat and drink.” TTW remind the class that she must use at least 5 different colors in her drawing and include as many details as possible in her picture. TTW draw a picture of a horse in a barn eating hay and drinking water.
5) After the picture is complete, TTW say that she is going to write a complete sentence that includes a who or what word and an action word that tells what is happening in the sentence. TTW write “The horse lives in a barn.”
6) Guided Practice: TTW ask students to help her spell out the words she writes in her sentence above her picture. She will enunciate each letter in the words she spells to help her students hear and sound out the letters for each word. TTW point out the “horse” in the sentence as being the who (subject) in the sentence, and she will also point out the word “lives,” and will say that it is the action of the sentence.
7) Independent Practice: TTW ask students to get their journals and will give them 8 minutes to draw a picture about the story they just told their partner. TTW remind the students to use at least 5 colors and details in the pictures they draw. TTW circulate around the room to make sure that each student is staying on task.
8) TTW turn on music and will stop it after the 8 minutes are up.
9) TTW then let the students know that they have 8 minutes to write about their picture, and she will turn on the music. The teacher will circulate around the room to each child to make sure they are staying on task. She will challenge those who can write full sentences to write 2 sentences, and she will help the students who have trouble writing to sound out the letters in the words they want to write. The teacher will allow Tommy to have more time focusing on drawing a detailed picture of an animal he chooses. The teacher will work one on one with Tommy to help him spell out the name of the animal he draws in his journal. This will be what is expected of Tommy when he writes something about his picture. TTW remind students to include a who/ what (subject) and an action word in their sentences. TTW come around to each student to look at the sentences that each student writes. TTW put a check next to the students’ names on her checklist to indicate that the students did use both a who/ what word and an action word within the sentences they wrote. Students who do not use these two components within their sentences will not receive a checkmark. This will indicate to the teacher which students need further instruction on writing complete sentences.
TTW turn off the music at the end of the 8 minutes and will ask students to please return to the rug with their journals and to sit quietly.
10) TTW ask students to raise their hands if they would like to come up and tell about their drawing and read what they wrote aloud to the class. TTW choose 4 volunteers who are sitting quietly on the floor to come up to the front of the class and share what they drew and wrote about in their journals. TTW ask the students to say aloud the word in their sentence that is the who/what word, and she will also ask them to point out the action word they used in their sentences.
11) Review/Closure: TTW say “today we learned how to write complete sentences about animals by using a who or what word in our sentences and an action word in our sentences to describe the pictures that we draw in our journals. It is important for us to remember that when we write sentences, they need to include both a who/what word and an action word to make them complete sentences. It is also important to remember that when we draw pictures about our stories, we need to include as much detail as possible in our drawings, and we must use at least 5 colors in the pictures we draw. ” TTW congratulate the students on a job well done!
Accommodations:
If the lesson proves to be too difficult for some students, the teacher will give the student an idea of something to draw and will help the student write a sentence about their drawing.
The teacher will work one on one during the journaling time. She will give Tommy picture cards of animals and will ask him to point to the one he wants to draw in his journal. The teacher will give Tommy more time to draw then to write because he likes to draw and he likes to use a lot of details in his pictures. The teacher will expect Tommy to write the name of the animal he draws in his journal. The teacher will help Tommy do this by having him trace the letters that spells out the name of the animal he draws. Tommy will get a check once he writes the name of the animal in his journal.
If the lesson proves to be too easy for the student, the teacher will ask them to write two sentences about the picture they drew.
Step 5 (U) – Use Information to Brainstorm Adaptations
(Cite appropriate and comprehensive adaptations from the
professional literature for your case study student.) (UDL Principles 1 – 7)
Accommodations
· Writing tends to be problematic for autistic students because they have difficulty organizing their thoughts and putting them on paper. Therefore, extra time and planning will be given to the student so that he can better plan what it is he wants to write about and draw in his journal. (Asaro&Saddler, 2009).
· Modeling will be done in whole group instruction. The student really benefits from modeling and demonstration.
· The student struggles with eye contact so the teacher will attempt to make direct eye contact with the student by placing her hands on his face to look in his eyes when she tells him directions.( Autism Online, 2008)
· Student prior knowledge will be activated as the teacher will say “Yesterday we practiced writing complete sentences. Today, I will review with you how to write a complete sentence using a “who, what words.” The teacher will also remind student to use a lot of detail in the picture he draws and in what he writes.
· The student will know that it is time to transition from the whole group activity to the individual writing activity as the teacher turns on one of his favorite songs. The song will be played until it is time to transition to the next activity (Faherty, 2010).
· Student will be given extra time to draw the picture of an animal in his journal. The teacher will give him picture cards of animals to help him choose which animal he wants to focus on in his journal.
· The teacher will work one on one with the student to help him write a word in his journal that describes his picture. This will help the student develop his ability to effectively communicate and share his thoughts and feelings with others. It is part of the RDI (Relationship Development Intervention) process (Autism Speaks, 2010).
· The student will work in a quiet area of the room to help him remain focused and avoid distractions.
· The student prefers natural light over the fluorescent light in the classroom. Therefore, the student will work at an area or table close to the window (Grandin, 2002).
· The student will have access to a word processor and graphic organizers if it helps him. (Asaro&Saddler, 2011).
· If the student would like to work with a peer, the teacher will choose the student whom he is most comfortable with in the class to come and help him.
· The student will be provided with picture cards from the PECS system that both he and the teacher will use to communicate with one another (Wallin, 2001).
· Each day, the teacher will provide a picture agenda on the wall in the front of the class that will prove the student with a better idea of the class’ schedule for the day. By having this “advanced agenda” posted in the front of the class, all students can know what the daily schedule is (Shore, 2011,p1).
Step 6 (D) - Decide upon Adaptations
(UDL Principles 1 – 7)
· The student will be given extra time to plan what he will draw and write about. Student will also be given this opportunity when doing other assignments in the class. (Asaro&Saddler, 2009).
· In order to help the student develop his ability to focus through direct eye contact, the teacher will place her hands on his face in order to have direct eye contact with him and help him focus as she tells him instructions. (Autism Online, 2008).
· The student’s desk will be placed by a window in the classroom since he prefers natural light instead of the fluorescent light in the classroom. (Grandin, 2002).
· Modeling will be provided for each activity the class does.
· The student will be given the opportunity to work in a quiet space within the classroom. The student will know that is time to work quietly through the use of social scripts provided by the teacher. “Social scripts provide information that help the child with ASD to make sense of his or her environment and promote social interaction and conversation by providing clear instructions for how to behave in a given situation” ( Boutot, 2009, p.277).
· The student will know that it is time to transition from different activities because the teacher will routinely play on of his favorite songs so he knows it is time to change activities. (Faherty, 2010).
· The student will work one on one with the teacher to help develop his writing skills. The teacher works with the student one on one with the student as part of the RDI (Relationship Development Intervention) system of modification. Through this strategic process, the student gradually will learn social and behavior skills that will help him interact and socialize with others both in and out of the classroom environment (Autism Speaks, 2010).
· The student will be allowed to use the computer to help him write if it is necessary. (Assaro&Saddler, 2009).
· The teacher will provide a picture agenda for the student so he can understand what the class’ daily schedule is (Shore, 201l).
· The student will use PECS cards to communicate his needs with the teacher (Wallin, 2001).
Step 7 (E) - Evaluate (case study) student progress
(UDL Principles 1 – 7)
· Explain how you will track or assess strategy effectiveness (not the same as step 1)
The teacher will track student progress through observation and the use of rubrics and checklists. As the teacher monitors the case study student she will be looking in the student’s writing journal to see if the student is using more and more detail in each of his journal entries on animals. The pictures that the student draws need to become more developed over time. The writing the student does needs to improve from going from writing just one letter to writing a whole word. The teacher will make a modified rubric that is appropriate for evaluating the case study’s writing abilities. The teacher will work one on one with the student to track his progress. The teacher will allow the student to use the zacbrowser software to help him with his writing. The teacher will print out what he does on the computer so that she can evaluate his progress over time.
Also, the teacher will be tracking the student’s communication abilities. She will continuously be introducing the student to more and more picture cards which allows the student to further develop his ability to communicate with others and with the teacher. The teacher will take daily anecdotal notes on the student use of the cards to see how effectively and frequently he uses them. She will also take not in hi student portfolio of how much he is interacting with others. The strategies will be modified if needed after the lesson.
B. CWS Section III, Part B (key elements 3.A and 3.C):
Unit Assessment
For this assignment, provide a written description of how you will pre and post assess the entire unit. Describe any necessary accommodations that will be needed for your case study student. (During your internship, you will complete the table in the grayed out section below.)
The unit one objective will be pre-assessed by providing students with a variety of books on different animals to read as a whole group, individually, and one on one. After each book is read, the students and teacher will discuss the characteristics of where each animal lives, what they eat, drink, and what they need to survive. The teacher will orally ask them questions about what they just learned from the books they read to pre-assess their knowledge of content. The teacher has a variety of animal puppets that she uses during this discussion time which helps the case study student stay focused on the animal being discussed. To assess the students’ knowledge, she will instruct the students to go on the computers and do an activity that asks them questions about the animal they just read about. This is also good for the case study child since he enjoys working on the computers. The teacher will be able to print out results that show how each student did when they answered the questions. The teacher will also post assess the unit by having the students draw a picture in their journal of an animal they learned about and will instruct them to write a sentence that describes one of the characteristics they learned about the animal. The teacher will use rubrics and checklists to assess the students understanding. The teacher will use a modified rubric to assess the case study’s writing. When necessary, she will allow the student to use the computer to do his writing.
Unit one will serve as a pre-assessment for unit 2 as the students will be asked questions about different animal characteristics. Next, the students will be shown pictures and videos of adult animals and their offspring. They will use the knowledge they have learned about the characteristics of animals in unit one to help them match the animals with their offspring. The teacher will pre-assess their knowledge by observing how they decide to sort the animals based on their characteristics. The teacher will post assess their ability to match the adults with their offspring by providing the students with a sorting activity which allows them to sort animal manipualitves in groups based on their characteristics and then match the adults with their offspring based on their similarities. Manipulatives are good for the case study child to use.
Unit three will be pre-assessed by the information learned from Unit 1 and 2. Students will be read a book about animals who live in the sea. They will learn about what these animals eat, and need to survive. The teacher will ask the students to help her identify some of the characteristics that they learned about land animals from the two earlier units. She will make a chart, and will ask the students to pick out some picture cards that she has made that shows some of the characteristics of the animals they learned about earlier. She will ask the students to table the cards up on a piece of poster board on which she has labeled LAND ANIMALS. These picture cards are great for the case study because he is familiar with using picture cards to symbolize different things and communicate with others. Next, the teacher will ask the students questions about the sea animals they just learned about. She will ask the students to each come up and pick up a picture card that describes the sea animal characteristics. The teacher will instruct the students to tape these picture up on the poster board that she has labeled “SEA ANIMALS.” The teacher and students will discuss the similarities and differences between the land and sea animal categories. To post assess this unit, the teacher will have the students draw a picture of one of the sea animals they learned about in their writing journals AKA “field notebooks.” She will ask them to write a sentence about one of the things they learned about sea animals in their journals. The teacher will use a rubric and checklists to identify whether or not the students have appropriately identified characteristics of sea animals. She will also look to see if they have used complete sentences in their journals. The teacher will work one on one with the case study student to help him with his writing. The teacher will also use a modified rubric to assess his writing and comprehension of the material.
CWS Section III, Part D (key elements 2.B):
Describe the key instructional activities, strategies, materials, and resources (including instructional technology), and indicate the lesson objectives (numbered according to the order in which they are listed in CWS Section III, Part A) that are addressed.
| Activities/Strategies/Materials/Resources (Key element 2.B) | Unit Objective Number(s) |
| Students will participate in a whole class lesson on the characteristics of animals. They will learn where the animals live, what they need to eat, drink in order to survive. They will read a variety of books daily that describes these characteristics of each animal. They will also use the classroom computers to learn more about the characteristics of animals. | 1 |
| Students will have access to animal puppets to help them better understand animal characteristics. | 1 |
| Students will write in their “Field Notebook” journals about the characteristics they learned about animals. The students must use a lot of detail in the pictures they draw. The sentences they write need to be complete sentences that include a “who/what,” and “action” words. | 1 |
| The students will view pictures and videos of adult animals and their offspring. The students will learn the similarities between animals and their offspring. | 2 |
| The students will use the animal manipulatives from the classroom to sort and match offspring to their parents. | 2 |
| The students will read books about animals that live in the sea. The students will learn about the unique characteristics of sea animals. | 3 |
| The students will make a chart in which they sort picture cards that symbolize characteristics of animals that live in the sea verses those that live on land. | 3 |
| The students will pick a sea animal to write about in the “Field Notebook” journals. The will draw a picture of the animal using as much detail as possible. | 3 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Annotated Bibliography and APA Reference Page
Asaro, K., & Saddler, B. (2009). Effects of planning instruction on a young writer with asperger syndrome. Intervention in
School and Clinic, 44 ( Ed.5), p. 268-275.
This resource was helpful in learning how to help develop writing skills of children who are autistic. A lot of times Autistic
children struggle with fine motor skills that are required for writing. This resource gave great tips and accommodations to
use to help develop their writing skills.
Banks, T., & Zionts, P. (2009). Teaching a cognitive behavioral strategy to manage emotions rational emotive behavior therapy
in an educational setting. Intervention in School and Clinic, 4 (Ed. 5), p. 307-313.
This resource introduced a variety of behavioral strategies to use to promote positive behavior among the students in the
classroom. The article talks about ways to avoid inappropriate behavior by teaching the students several steps to go through
before they engage in bad behavior. For instance, it instructs the students to first think about what caused them to angry
and think about how they should react to the situation before that react in an angry manner. It teaches the children self
control, and self- monitoring strategies.
Boutot, A.E. (2009). Using “I will” cards and social coaches to improve social behaviors of students with asperger’s syndrome.
Intervention in School and Clinic, 44(Ed. 5), p. 276-278.
This resource was very helpful in identifying ways to use different types of cards to communicate with someone who has
autism. This resource helped me identify a way that I, as a teacher, could develop a behavioral system to help communicate
with Tommy what behavioral expectations I had for him.
Faherty, C. ( 2010) Structuring for Success: Inclusion ideas. TEACCH Autism Program. Retrieved from http://teacch.com/educational-
approaches/structuring-for-success-inclusion-ideas-catherine-faherty
This is a helpful article that gives tips on how to include all children in the classroom learning environment. This resource
gives valuable tips on how to group students according to their abilities. It also gives great tips on how teachers can involve
students who are autistic in group settings so that they are comfortable and able to participate with others in their group. It
also provides information on how to help autistic student transition through different activities during the school day.
Grandin, T. (2002) Teaching Tips for Children and Adults with Autism. Retrieved from http://www.autism.com/ind-teaching-tips.asp
This was a valuable resource to use in finding out helpful tips to use to help teach children who may be in your classroom
who are autistic. This resource provides valuable information on ways that the teacher can help autistic students feel
feel comfortable in the classroom. It gives tips on strategies to use to help these children focus.
Salend, S.J. (2011). Creating Inclusive Classrooms Effective and Reflective Practices : Seventh Ed. New Jersey : Pearson Education
Inc.
This is a text book that has volumes of information about how to include students with disabilities in general education
classrooms. The text provides valuable information, strategies, and tips to help promote the learning of all students within
the classroom. The text reiterates the importance of focusing on students strengths instead of their weaknesses. This is
one of the most valuable lessons a teacher can learn.
Shore, S. M. (2011) Developing Academic Accommodations Promoting Successful Inclusion. Retrieved from http://www.autism.com
/ind-9domains.asp
This resource helped to identify helpful strategies to use in the classroom that would benefit both autistic children and
without disabilities. One of the best suggestions mentioned was to incorporate a picture agenda on the wall of the
classroom. By doing this, autistic children would be able to relate to the pictures and understand the class schedule,
and students without disabilities would benefit from looking at this schedule as well. The resource mentioned many
more helpful tips and strategies to use with all the students in the classroom.
Wallin, J. M (2004) Teaching Children with Autism Visual Supports. Retrieved from http://www.polyxo.com/visualsupport/pecs.html
This was an extremely helpful resource in learning about the PECS picture card system that was used with Tommy. The
resource gives valuable information on how to use the cards. It also talks about the steps that need to be take in order for
the child to develop communication skills through the use of the cards. This was a really helpful resource!
Autism Society (2008). About Autism. Retrieved from http://www.autism-society.org/about-autism/
This article was a great one that introduces what autism is and how students with autism should be included in the
classroom environment. The site includes great information to help teachers and parents stay updated on the current
research being conducted on autism.
Autism Speaks (2010). Relationship Development Intervention (RDI). Retrieved from http://www.autismspeaks.org/treatment/rdi.php
This article provides a large variety of articles that supports children who have Autism and their families’ rights. The
resource provides valuable information for teachers in that there are videos that teachers and parents can watch to learn
more about how to support autistic children in the classroom.
OMITTED SECTIONS
CWS Section III, Part C (key element 3.B): (moved from above)
After administering the pre-assessment(s), analyze student performance relative to the lesson objectives. Attach one or more clearly labeled tables, graphs, or charts that depict the results of the pre-assessment(s) in a format that allows you to find patterns of student performance relative to each objective. Summarize the results of the pre-assessment(s) and describe the implications of these results on instruction (or describe how you can display your results).
This part of the CWS includes the planned assessments (pre-, post-, and other) that will be used to measure student progress and achievement. This section also includes descriptions of any necessary accommodations as well as the evaluation criteria for each student assessment. The (teacher) evaluation criteria for this part of the CWS are found in key elements 3.A. and 3. C.
| Assessments (Key element 3.A) | Accommodations (Key element 3.A) | Evaluation Criteria (Key element 3.C) |
| Unit Objective 1:Pre-Assessment(s)
|
|
|
| Unit Objective 1:Post-Assessment(s) |
|
|
| Unit Objective 1: Other Assessment(s) |
|
|
| Unit Objective 2:Pre-Assessment(s) |
|
|
| Unit Objective 2:Post-Assessment(s) |
|
|
| Unit Objective 2: Other Assessment(s) |
|
|
CWS Section IV: Analysis of Student Learning (Key elements 3.B and 3.C)
Once you have completed the unit, analyze all of your assessments and determine your students’ progress relative to the unit objectives. Attach clearly labeled tables, graphs, or charts that depict student performance for the entire class, for one selected subgroup, and for at least two individual students. For each visual representation, provide a descriptive narrative that summarizes your analysis of student progress and achievement. Finally, explain the ways in which you have assigned student grades (or other indicators of student performance), and include a description of the ways in which these results have been recorded as well as how and to whom they have been reported.
CWS Section V: Reflection and Self-Assessment (Key elements 3.B and 2.C)
Reflect on and describe the relationship between your students’ progress and achievement and your teaching performance. If you were to teach this unit again to the same group of students, what, if anything, would you do differently, and why?
| Part I Candidate Work Sample Components CWS Section I: Unit Topic or Title appropriate for grade level & standards | _____________ (5 points) | ||||||||||
| Section II Contextual Factors Steps 1 - 4 of the INCLUDE strategy are appropriately applied based upon the professional literature and the needs of the class and the selected case study student.. CWS Section II: Contextual Factors Areas addressed: 1. Step 1 (I) - Identify Overall Classroom Demands (5 points) 2. Case Study Student Description (15 points) · Step 2 (N) – Note Case Study Student’s Strengths:& Needs · Step 3 (C) - Check for Potential Case Study Student Success Step 4 (L) – Look for Potential Problems (Mismatches) 3. Classroom map - (5 points) |
(25 points)
____/5 pts Demands
____/15 pts Case Study Analysis
____/5 pts Map | ||||||||||
|
|
5 pts (outline)
______________ Part A 35 Pts
_____10 pts (5 pts. each) (assessment, activities)
15 pts (INCLUDE analysis) | ||||||||||
| Detailed Lesson Plan (with clear evidence of accommodations for the identified case study student) (Steps 5 – 7 of INCLUDE based upon the professional literature.
|
(20 points)
(2 Pts. Each) | ||||||||||
| Annotated Bibliography 10 scholarly resources with clear, concise descriptions correctly cited using APA style. (2 points each)
|
(20 points) |
No comments:
Post a Comment