Practice Teaching: Teacher Work Sample Contextual Factors Community, District, and School Factors The Second Unit (S.U.) Pedro Rivera Molina is divided in elementary and intermediate level. This school is located in the educational region of Humaco and is one of the few 21st century schools in the district of Las Piedras. The school is practically on the borderline of Juncos and Las Piedras (the majority of the students come from these towns), but the students enrolled, come from other places like San Lorenzo, Yabucoa, Humacao and even Caguas. The school’s location is between a rural and urban sector. The interruptions or distractions of the community are very absent due to the nature that surrounds it. The school is near the commercial areas, but in order to get to that area, transportation is needed. The enrollment in this school circuits around seven hundred and forty students. Approximately, two hundred and fifteen students belong to the Special Education Program and still there are many students being referred by teachers in order to know if they belong in the program as well. Many students come from different types of homes and socioeconomical levels. Evaluating statistics from recent school reports, this year the socioeconomic levels of the student community has changed meaningfully. Approximately from an 80% of low poverty now only a 61% is in that category. One of the reasons for this change is the closing of schools in Puerto Rico. The classrooms in the school are assigned to each teacher even though some of them like my cooperating teacher have none, so visiting each classroom is required. The quantity of students that these classrooms can withhold is around twenty six students. Almost every classroom (at least in the intermediate level) has approximately thirty five students. There are Miss. Clemente
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Practice Teaching: Teacher Work Sample many reasons why these requirements are being ignored. Factors like the closing of school’s or special permits, increases the enrollment is school making the learning and teaching experience more difficult. The majority of the classrooms have no air conditioner, but some of them like Special Education, Technology, Music, Therapy and others do have that facility in order to maintain a cooler environment and of course the equipment which requires special care. The school schedule runs with different periods. Kinder students only receive thirty minutes of English class while older students receive a sixty minute period (following the requirements of the PRDE). The lunch hour is distributed in three periods. Kinder to third grade go to lunch from 11:20-12:20 and then, students from fourth to sixth grade go to lunch at 11:3012:30. For the intermediate level, lunchtime begins at 12:20 and ends at 1:20. The distribution of each period gives the opportunity for all students to eat and socialize with peers from different levels. Every teacher has a training hour where they can correct assignment, plan for their classes and even orientate others, such as parents, teachers, supervisors and practice teachers (if any). These arrangements were prepared by the director Mrs. Yadira I. Torres. The director of the school scheduled herself to attend teachers and personnel on Mondays and Wednesdays. On Tuesdays and Thursdays the director attends parents and Fridays are for administrative purposes only. In order to obtain copies for lessons or activities, teachers have to give in the material with previous time and register with a volunteer mother who is in charge of handing out copies. But, now they only print out exams, permits or letters, which means that all the material teachers need to reproduce, will be based on their own budget. In order to use the library facilities it is necessary to coordinate with the librarian at least two days in advanced to separate the date and equipment that will be used.
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Practice Teaching: Teacher Work Sample Student’s Characteristics The group assigned to me was the second group of the first graders (Doki). The 1-2 group is heterogeneous and apparently it is the slowest group when it comes to finishing the in-class work. It is known as the most talkative and “worse� behavioral first graders. This group is composed of twelve girls and fifteen boys. Initially there were 29, then it changed to 27 and at the end only 25 remained. Officially four of them need reasonable accommodations. The four of them lack of understanding so, simple and the repetition of instructions is required. It is also required to give them oral exams, extended time for task and the reduction of distractions. Unofficially, many other students need these accommodations as well. By the results obtained in the first test, I realized that students were more visual than I expected and even though the test was completely visual like, most of them failed. I believe they lack of studying skills or they just simply have no one to study with. As a result of this I started to reproduce more material (handouts) with examples and visual aids in order for them to understand better just in case they had no one to study with at home. In addition to handouts and exercises I developed Power Point presentations and Prezi presentations in order for them to feel entertained and learn at the same time. I used a lot of videos, pictures and designed games for them to play practicing the skills and concepts being taught. This group dislikes writing and a lot of them lack this skill because it is developmental which means practice will help them reach the goal of writing. Every time I write material on the board they take practically the whole class to write only three sentences. So, I decided to develop classes that are only for them to practice orally and visually, with assessments (project based learning) and handouts. Other classes were designed to teach only the concept, practice it a little
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Practice Teaching: Teacher Work Sample and to write. Since most of the students get distracted easily and want to play all the time I also started writing one sentence and then waiting for them to finish it even though sometimes the time can feel wasted and the plan does not always succeed. Other strategy was to start erasing the board sentence by sentence for them to feel obligated to write a little faster and not get lost as well or writing sentence by sentence with them, in order for everyone to be at the same pace. Skills/Prior Knowledge Based on the students prior knowledge they seem to have a lot of gaps of the concepts and skills repeated in this grade. And of course, they don’t know a lot of concepts as well. Skills are not quite developed so, I try to give them a lot of writing, critical questions, hands on exercises and reading skills. The usage of Spanish is something they always wait for because they know the teacher won’t leave them hanging in something they don’t understand, but instead of always recurring to the usage of Spanish I use pictures or a lot of Total Physical Response (TPR) techniques for them to guess or understand the concept being given. Even though they may answer in Spanish I reinforce their answer with English. They have many behavioral issues and almost all of them are not prepared to be in the first grade. I designed some techniques that helped me manage control group and achieve my objectives. Some of the techniques that I use were the surprise box, magical telescope, magical opals and the superstar student medal. There are two specific students in this group that have many issues especially one. This student interrupts the class with anything and the control I have gained with the whole group got lost because of this particular student, so a lot of energy was wasted on him, because ignoring him wasn’t always the best option. Although, the student will be relocated to another school.
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Practice Teaching: Teacher Work Sample School’s Environment The school environment seems to be a healthy one and many teachers respond to a strong Christian faith and even in class (English) we pray at the beginning of the lesson. The usual cliché are schools with personnel division which is something not extremely noticeable in this school, but still is very present. I have seen the disposition of some teachers helping each other (at least helping me) and therefore the students. The director seems to be very diligent when it comes to resolving situations and looking for professional preparation for us teachers. The school also works with the Character Counts Program and other educational proposals such as EcoSTEAM. Many students are eager to participate in this program and they support the activities designed for them. The conduct of the students in general is a lot better than other schools I’ve been, including the ones I studied in. There are problems and situations like in every normal school, but they are attended quickly in this particular one. The commitment of the faculty and students are one of the characteristics that outstand other schools. Classroom Factors The classroom I teach is very comfortable and illuminated. The homeroom teacher changes the desks almost every day so the classroom looks different. I hanged up strings on the windows to expose student’s work and I also created a wall for them with a calendar, some concepts and quotes so they can practice and learn when their eyes wonder around. The classroom seems to be organized and it’s a nice environment unlike other schools. There are many fans, so the heat is not a factor of distraction. Unfortunately, the classroom’s location is near the patio and that is a distraction because the intermediate students are making all kinds of noises and interruptions which is a negative factor of in class. The school has a lot of facilities
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Practice Teaching: Teacher Work Sample and even though there are too many students, the classrooms are a lot better than other schools and there is a lot of equipment at the disposition of teachers to improve our teaching experience and therefore students learning experience.
Learning Goals The unit that is being followed is the PRDE curricular maps. This unit intends to cover many content and skills, and is divided by weeks of instructions and stages. The first stage presents the alignment to learning objectives, the content focus which is what the student understands and the content vocabulary which are the topics and reviews students should be receiving in order to reinforce what has or its being learned. The second stage is based on assessment evidence which includes: performance, tasks and other evidence (rhyme, oral assessment, social language observation and more). The third stage is based on the learning plan which includes learning activities that helps us assess what students have learned in each lesson. The objectives of the unit cover all four skills: listening, speaking, reading and writing (following the standards and expectations of the PRDE). The unit has proposed specific goals for the teachers to fulfill with each student. These goals are based on concepts such as helping the students develop the capacity to listen and discuss orally different topics like opposites, emotions, prepositions, etc. The unit intends to develop reading skills and habits such as identifying main idea and characters. By the end of the semester my main goal is to place this group into a higher level of comprehension within the content and importance of the language. The entire semester there will be variety of presentations, activities, exercises, rhymes and other reading content in order to get them to a higher level of literacy and usage of the language. Miss. Clemente
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Practice Teaching: Teacher Work Sample Because I had to follow the curricular maps, the learning goals were already established by the PRDE and the cooperating teacher already made a syllabus of what she pretended to cover during the semester following the requirements of the PRDE. Some of her objectives were: 1. Become college and career ready through listening, speaking, writing, reading and
language communication skills. 2. Feel comfortable expressing ideas feelings and opinions in English. 3. Develop a sense of success, security achievement as they learn to improve English
language skills. 4. Use English in a variety of real- life situations.
The content and standards that are being followed are the ones from the PRDE, they are the following: •
Listening Standard- Comprehend and analyze information from a variety of listening activities to ask and answer questions on social, college, and career topics. (1.L.1.d)
•
Speaking Standard- Evaluate information and determine appropriate responses to answer question effectively. (1.S.2)
•
Reading Standard-Integrate and evaluate content presented in diverse media and formats. (1.R.7, 1.R.5, 1.R.1.R.9, 1.R.FS.11, 1. R.FS.12)
•
Writing Standards- Know and apply phonics and word analysis to decode words. Print from dictation all upper and lowercase letters. (1.W.FS.10, 1.W.FS.9, 1.W.1)
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Practice Teaching: Teacher Work Sample •
Language Standard- Sort and categorize words to show comprehension and define words by category and by one or more key attributes. (1.LA.5.a)
*For each goal’s level please check appendix A The goals for me as a teacher with the students in the following unit are: 1. Students learn and understand the content that is being given. Enhance their
reading skills through the identification of vowel and consonants. 2. Develop more speaking skills- Students have the tendency to ignore the second
language. Reinforcing it in the English class that language should be practiced constantly will most definitely help them develop this skill 3.
Highlighting the importance of the language- Students need to understand how important is to learn more languages in order to communicate with others and to be able to receive opportunities like job or academic offers.
4. Be able to use language in real- life situations. 5.
Improve their writing skills- Practicing vocabulary and focusing on the content given in the lesson will help them recognize easily the codes which eventually will become words (language) for them. Writing is developmental therefore writing is something they need to practice in order to improve their writing skills.
6. Improve their listening skill- They need to start thinking more critically and
recognizing different content, phonemes and words without scaffolding them all
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Practice Teaching: Teacher Work Sample the time by letting them take the lead in their own learning experience. They need to be able to identify the main idea and problem of a story. 7. Integration of Technology- Bringing more dynamics and realia to the class
including technology, because their generation is very modern and we need to keep up and improve their learning through every possible tool accessible to them. It is a necessary integration. Assessment Plan During the semester there will be different activities and lessons where the students will be able to develop and enhance their knowledge on the different target areas. Before we start our lessons, students will be administered a pre- test to identify the parts that need more attention in order to establish priorities. Some of the examples provided in this Assessment Plan are: Learning Goals
Assessment
Learning Goal 1:
Pre-assessment
After explaining to the students what opposites are, they will bring from home to objects that are of the same color but have different shapes in order to compare them to other student’s objects understanding with an 85% of accuracy through demonstrations given by them what opposites are.
Formative Assessment
Post-assessment
Miss. Clemente
Format of Assessment Exploration of opposites in the classroom, song of “Wheels on the bus�
Comparison of their own objects, PPT demonstrating Opposites, Handouts, Exercises.
Adaptations Repeat and modify instructions, as needed. Demonstrate and assist with cutting, gluing (matching assessment requires cutting and gluing, etc.
Game of opposites in the classroom. Matching the opposites assessment (inclass work)
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Practice Teaching: Teacher Work Sample Learning Goals Learning Goal 2: After reading Hairs-Pelitos by Sandra Cisneros, students will be able to identify new vocabulary with a 75% of accuracy. Students will be able to identify the type of family they have by creating a family tree and writing a feeling’s poem.
Learning Goals Learning Goal 3:
Assessment Pre-Assessment
Format of Assessment Scavengers Hunt through the classroom for objects with vocabulary given. Reading aloud
Post-Assessment
Assessment Pre-Assessment
Pro-Assessment
Learning Goal 4: Miss. Clemente
Repetition of instructions, meaning of words in Spanish, repetition of the story through explanations and examples.
Formative Assessment Scavengers Hunt, PPT with vocabulary Construction of sentences or pictures, drawings, phrases as a group for feelings pictures, poem. Review of vocabulary, types of families, Venn’s Diagram Helping in cutting and pasting (comparison between them and their parents) Format of Assessment Exploration questions (Do you think the same? Do you look equally? etc.)
After explaining what diversity is to the students they will create a poster demonstrating through drawings what diversity is, Presentation of using the title for the English Formative Assessment diversity all around Week competition. the world (biodiversity, culture, religion, languages, etc.)
Learning Goals
Adaptations
Assessment Pre-assessment
Adaptations Repetition of the concepts Additional Examples
Materials: poster, markers, paint etc.
Students create the poster drawing what diversity is and how English unite us.
Format of Assessment Exploration questions
Adaptations Repetition of the concepts Page 10
Practice Teaching: Teacher Work Sample After explaining the noun concept to the students, they will be able to identify with accuracy the pictures given in the exercise under the noun category it belongs.
(What’s your name? Is your name the same as her/him? How do you call this?) Exercises Game: placing the Formative Assessment picture under the category it belongs on the board, given Concepts, practicing with pictures and objects Post-assessment
Learning Goals
Matching Assessment with pictures. (it requires that students cut and paste)
Helping with cutting and pasting
Repetition of Instructions
Format of Adaptations Assessment Learning Goal 5: Pre-assessment Brainstorming of what Providing material for the friendship is (web). students. After discussing what friendship Explaining the is with the students, they will concept Helping them create sentences create a Friendship Picture Formative Assessment with the vocabulary selected by Dictionary with words given, Explaining the the teacher. integrating them in complete concept, given sentences and drawing based on vocabulary etc. Examples of drawings they could their meaning. do based on the meaning of the Post-assessment sentence. Writing sentences, drawing pictures and Helping to finish the book (cover presenting their and ending) dictionary in front of the class.
Miss. Clemente
Assessment
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Practice Teaching: Teacher Work Sample Learning Goals Learning Goal 6:
Assessment Pre-assessment
After reading Big Monkey, Little Monkey students will understand the main idea and will be able to order with a 75% of accuracy the sequence of events of the story. After going on a field trip to “Museo del Niño”, students will be able to organize the field trip’s even in order and bring solutions if situations were confronted that day.
Formative Assessment
Format of Assessment Reading aloud and explaining the concept of main idea. Asking questions about the order of the story. Drawing the sequence of events , explaining orally the main idea Looking for pictures in order to learn the meaning of the vocabulary.
Adaptations Repeating the reading of the story.
Repeating the concept of main idea and providing many examples.
Demonstrating pictures of the vocabulary given. Repetition of instructions.
Post-Assessment
Organizing pictures of the field trip and brainstorming solutions for possible problems in the field trip.
Design of Instruction After administrating the pre-test, (already created by the cooperating teacher based on the PRDE requirements) the scores of the students demonstrate they lack of many skills that need to be improved and sharpened. The pre-test was created based on the Standards and Expectations of the PRDE. It was divided in different parts. The first part of the Pre-test was Listening and the standard established was: 1. L.1. Discriminate and identify sounds in pronunciation and speech especially those that differ from their first language.
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Practice Teaching: Teacher Work Sample
1. JA
4
2
Description of Words by Selecting a Picture (1.L.1.d) Value: 5 pts. 5
2. KA
N/A
N/A
N/A
N/A
3. AA
4
1
0
5
4. LC
4
1
0
5
5. JC
4
3
2
9
6. EC
5
4
0
9
7. JD
2
1
0
3
8. JD
4
2
0
6
9. DF
4
2
0
6
10. SG
3
0
0
3
11. JG
4
1
0
5
12. JG
N/A
N/A
N/A
N/A
13. DM
1
0
0
1
14. LM
5
1
0
6
15. KM
0
3
0
3
16. KP
0
0
0
0
17. EP
0
0
0
0
18. SP
4
5
0
9
19. JL
4
3
0
7
20. RL
3
1
3
7
21. ML
1
3
0
4
22. LR
N/A
N/A
N/A
N/A
23. MR
2
1
0
3
N/A
N/A
N/A
N/A
Initial of the Students
24. IS Miss. Clemente
Beginning Sound (1.L.1.d) Value: 5pts.
Ending Sound (1.L.1.d) Value: 5pts.
Final Score Value: 15pts. 11
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Practice Teaching: Teacher Work Sample 25. NS
2
1
3
6
26. JS
5
4
5
14
27. JT
0
0
0
0
28. LV
4
3
0
7
29. YV
5
1
4
10
During the realization of the first part, a 31% of the students seem to identify with accuracy the beginning sound of the word they heard. A 41% scored regular, but demonstrated they knew how to identify some of the words given. A 14% of the students failed this part and a 14% of them were exempt in this pre-test because they were absent or were enrolled into the class later The second part was based on Speaking. The standard established for this part was:
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Practice Teaching: Teacher Work Sample 1.S.2.c Expand sentences to provide some details (e.g. Who? What? When?) about a familiar or new activity or process. Initial of the Students
Full Oral or NonVerbal Production (1.S.2.c) Value: 2pts.
Partial Oral or Non-Verbal Production (1.S.2.c) Value: 1pts.
No Oral or Non-Verbal Production (1.S.2.c) Value: 0 pts.
Final Score Value: 2 pts.
1. JA
2
---
---
2
2. KA
N/A
N/A
N/A
N/A
3. AA
---
---
0
0
4. LC
---
---
0
0
5. JC
---
---
0
0
6. EC
---
---
0
0
7. JD
---
---
0
0
8. JD
---
---
0
0
9. DF
---
---
0
0
10. SG
---
---
0
0
11. JG
---
---
0
0
12. JG
N/A
N/A
N/A
N/A
13. DM
---
---
0
0
14. LM
---
---
0
0
15. KM
---
---
0
0
16. KP
---
---
0
0
17. EP
---
---
0
0
18. SP
---
---
0
0
19. JL
---
---
0
0
20. RL
---
1
---
1
21. ML
---
---
0
0
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Practice Teaching: Teacher Work Sample
22. LR
N/A
N/A
N/A
N/A
23. MR
---
---
0
0
24. IS
N/A
N/A
N/A
N/A
25. NS
---
---
0
0
26. JS
---
1
0
1
27. JT
---
---
0
0
28. LV
---
---
0
0
29. YV
---
1
---
1
Even though, one of the first things students seem to learn how to do in Kindergarten is to speak and answer basic questions, these students didn’t seem to understand what it was asked from them. But, the pre-test had questions that probably weren’t cover in Kindergarden before like: Where do you live? or What grade area you in? A 72% of the class failed the speaking part
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Practice Teaching: Teacher Work Sample because they didn’t know how to answer the question and in the language without the teacher explaining in Spanish what it was. The third part was based on Reading Skills. The standards used were: 1.R.7 Use illustrations (pictures cues) to identify story details and categorize similarities and differences between characters and details within nursery rhymes, folk tales, and other texts. 1.R.5. Recognize common types of texts, identify the front cover, back cover, and title page of a book, and story organization (beginning, middle, and end). 1.R.9.L Identify the adventures and experiences of characters in familiar stories. 1.R.FS.11 Recognize sounds (phonemes), syllables and spoken words. 1.R.FS.12 Know and apply phonics and word analysis skills to decode words
Initial of the Students
Selection of Picture that Describes the Word. (1.R.7) Value: 4pts.
Reading Comprehension (1.R.5) Value: 4pts.
Reading Comprehension (1.R.9) Value: 5 pts.
Sequence of Events (1.R.5) Value: 3pts.
Phonemic Awareness (1.R.FS.11) (1.R.FS.12) Value: 6 pts.
Final Score Value: 2 pts.
1. JA
0
0
0
0
0
0
2. KA
N/A
N/A
N/A
N/A
N/A
N/A
3. AA
0
0
0
0
0
0
4. LC
0
0
0
0
0
0
5. JC
2
0
0
0
0
2
6. EC
0
0
0
0
0
0
7. JD
0
0
0
0
0
0
8. JD
0
0
0
0
0
0
9. DF
0
0
0
0
0
0
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Practice Teaching: Teacher Work Sample 10. SG
0
0
0
0
0
0
11. JG
0
0
0
0
0
0
12. JG
N/A
N/A
N/A
N/A
N/A
N/A
13. DM
1
0
0
0
0
1
14. LM
0
0
0
0
0
0
15. KM
0
0
0
0
0
0
16. KP
0
0
0
0
0
0
17. EP
0
0
0
0
0
0
18. SP
0
0
0
0
0
0
19. JL
0
0
0
0
0
0
20. RL
1
4
0
0
0
5
21. ML
0
0
0
0
0
0
22. LR
N/A
N/A
N/A
N/A
N/A
N/A
23. MR
0
0
0
0
0
0
24. IS
N/A
N/A
N/A
N/A
N/A
N/A
25. NS
0
2
0
0
0
2
26. JS
1
5
0
0
0
6
27. JT
0
0
0
0
0
0
28. LV
0
0
0
0
0
0
29. YV
1
0
0
0
0
1
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Practice Teaching: Teacher Work Sample
A 65% of the students failed the reading part, because they don’t know phonemes, or how to connect words. Students do not know how to identify what main idea, sequence of events or supporting details of a story are. A 14% did regularly, but I would categorize it as poor as well because most of the students guessed in this part. 7% of the class answer with accuracy some of the exercise, but not all of them, therefore this area needs to be improve immediately. The fourth part was based on the Writing Standard. The ones established were: 1.W.FS.10 Know and apply phonics and word analysis skills to decode words Prin from dictation all upper and lowercase letters. 1.W.FS.9 Recognize organization and basic features of print. a. Recognize the distinguishing features of a sentence. 1. LA.5a. Sort an categorize words to show comprehension and define words by category and by one or more key attributes. 1.W.1. Write simple sentences and use illustrations to express opinions and feeling or describe a pictures, person or object.
Initial of the Students
1. JA
Writing. Spelling. Complete the Word (1.W.FS.10) Value: 5pts.
Capital and Lower Case Letter (1.W.FS.9) Value: 5pts.
Categorize Words (L.A.5) Value: 5pts.
Writing Sentences (1.W.1) Value: 2pts
Final Score Value: 2 pts.
5
5
0
0
10
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Practice Teaching: Teacher Work Sample
2. KA
N/A
N/A
N/A
N/A
N/A
3. AA
0
0
0
0
0
4. LC
0
0
0
0
0
5. JC
5
4
0
0
9
6. EC
0
0
0
0
0
7. JD
0
0
0
0
0
8. JD
0
0
0
0
0
9. DF
0
0
0
0
0
10. SG
0
0
0
0
0
11. JG
0
0
0
0
0
12. JG
N/A
N/A
N/A
N/A
N/A
13. DM
0
0
0
0
0
14. LM
0
0
0
0
0
15. KM
0
0
0
0
0
16. KP
0
0
0
0
0
17. EP
0
0
0
0
0
18. SP
0
0
0
0
0
19. JL
0
0
0
0
0
20. RL
2
5
0
0
7
21. ML
0
0
0
0
0
22. LR
N/A
N/A
N/A
N/A
N/A
23. MR
0
0
0
0
0
24. IS
N/A
N/A
N/A
N/A
N/A
25. NS
2
2
0
0
4
26. JS
4
5
0
0
9
27. JT
0
0
0
0
0
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Practice Teaching: Teacher Work Sample 28. LV
0
0
0
0
0
29. YV
4
6
0
0
0
The writing area was poorly performed by a 69% of the class. Just like reading, the writing skill needs to improve and development is required. Students at this level do not like to write, so fewer handouts will be given in order to obligate them to write so they can improve their fine motor skills and their speed while writing.
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Practice Teaching: Teacher Work Sample In order to protect students confidentiality names were removed from this picture. Results of Pre- Test
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Practice Teaching: Teacher Work Sample In this thematic unit I will be using the curricular maps of the PRDE were many topics are require to be covered. The curricular maps are divided by units and the ones I will be covering will be from Unit 1.1- Unit 1.4. Unit 1.1 My Emotions Topic / Concept 1. Days of the Week
Activity Songs, Order of the Days of the Week, Date (on the board),
2. Months of the Year
Holidays Songs, Order of the Days of the Week, Date (on the board),
3. 4. 5. 6.
Rhymes Weather Chart Opposites Emotions/Feelings
Holidays, Picture Calendar Handouts Songs, drawings, pictures Simon Says Game, PPT, Flash Cards, Pictures Songs, Assessment Face, drawings, poems, cut outs, pictures and
7. Words 8. Prepositions 9. Poem
PPT Concepts and Vocabulary Videos, Pictures, Tactile objects (examples) Filling in the phrase given
http://intraedu.dde.pr/Materiales%20Curriculares/English%202014/Grade%201/Curriculum %20Maps/ESL_Unit%201.1.pdf 1. Opposites- During the discussion of this concept, many examples will be given through
the Total Physical Response (TPR) approach where the teacher will demonstrate examples in order for the students to think and look for the opposite of the example given. Technology will be used trhough a Power Point Presentation with pictures, the projector will be used to project the visuals, speakers will work for the videos that have audio and the computer as the control panel of this presentation. The core disposition that will be applied in this topic is Diversity.
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Practice Teaching: Teacher Work Sample 2. Emotions/ Feelings- This topic will be presented through songs and TPR
demonstrations. The students will be engage into Task Based Learning (TBL) were they will draw different feelings in order to assess they understand the meaning of the vocabulary. Holistic approach will be use because students will be able to recognize the words (feelings) and associate them with pictures, drawings and demonstrations (acting them out). Technology will be used when presenting PPT, Videos and songs. The core dispositions applied will be Social Transformation and Diversity. 3. Prepositions- The concept of prepositions will be presented through hands on experience
techniques where the students will respond to the teachers command experiencing the direction, location and time of objects or events. Technology will be used through PPT and videos. The core dispositions used are Creativity and Diversity.
Unit 1.2: Our Diverse Community some of the activities established by the PRDE were: Topic/Concept
Activity Interview the students, Ask about familiar activities or information Family Tree, Story: Hair-Pelitos, Songs Family Members, Generations etc. http://intraedu.dde.pr/Materiales%20Curriculares/English%202014/Grade%201/Curriculum 1. 5W’s 2. Family Members 3. Content Vocabulary
%20Maps/ESL_Unit%201.2.pdf 1. 5W’s- Students will learn to recognize the questions What?, Who?, When? Why? And
Where? Through TPR and interviews. Technology will be use to provide visuals to the students in order for them to identify What?, Who?, When?, Where? Or Why? Is being asked. The core disposition applied will be Diversity. 2. Family Members- Students will create a Family Tree and will identify what type of
family they have. Technology will be use through printed pictures for them to identify the
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Practice Teaching: Teacher Work Sample family members and associate they type of family they have. The core disposition applied will be Diversity and Creativity. 3. Content Vocabulary- Students will write the vocabulary and its meaning whether is
Spanish or English. They will draw or look for pictures to identify each word given and learn it. Hands on Experience will be used and the holistic approach as well. Technology will be used sometimes in order to demonstrate PPT that contain the pictures of the vocabulary given. The core disposition used will be Diversity. Unit 1.3: Working it Out some of the activities established by the PRDE were: Topic/ Content Activity 1. Resolving Conflicts Story: Can Pig Nap? 2. Friendship Concepts Games, Web, Friendship Picture Dictionary 3. Senses Pictures and Examples http://intraedu.dde.pr/Materiales%20Curriculares/English%202014/Grade%201/Curriculum %20Maps/ESL_Unit%201.3.pdf 1. Resolving Conflicts- Students will read Can Pig Nap? With the teacher and will identify
the main idea orally. They will be taken to the library for this lesson and they will role play the characters of the story while the teacher narrates the story. The students will describe the solution of the story in their own words. This technique is Reciprocal Learning and TPR. Technology will be used with a smart board, projector and computer. The core disposition used will be Social Transformation and Diversity. 2. Friendship Concepts- The students will play The Hook Up Game in order to understand
friendship concepts. They brainstorm in a web trying to define what friendship is. Students create a Friendship Picture Dictionary in order to acquire new vocabulary and demonstrate through drawings what they understand based on the meaning of the sentence containing the vocabulary word. Technology will be use to show a video with a
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Practice Teaching: Teacher Work Sample friendship song “You can count on me” by Bruno Mars. The core dispositions applied will be Social Transformation and Creativity. 3. Senses- The students will learn to identify the senses through the presentation of pictures,
and objects students will learn how to identify the senses. Students will match pictures with each sense. Technology will be use through pictures and the core disposition used will be Diversity. Unit 1.4: How can I Help? Topic/Concept 1. Sequence of Events 2. Problem Solving
Activity Story: Big Monkey, Little Monkey Franklin goes on a Field Trip (Video Lesson)
Field Trip to the “Museo del Niño” 3. Nouns Vocabulary http://intraedu.dde.pr/Materiales%20Curriculares/English%202014/Grade%201/Curriculum %20Maps/ESL_Unit%201.4.pdf 1. Sequence of Events- After reading Big Monkey, Little Monkey the students will look for
pictures for the vocabulary given and they will make a debate in their review for the test. Students will draw each event in order to understand in what order everything happened. Technology used will be through pictures and the core dispositions will be Social Transformation. 2. Problem Solving- The field trip to the “Museo del Niño”, will help the students create
possible or actual situations and bring solutions for them as well. Technology will be use to watch the episode Franklin takes a Trip before going to the museum. The core disposition used in this lesson will be Social Transformation and Leadership. 3. Nouns- Through pictures students learn in what category to identify nouns. They will
play a game on the board where they will have to match a given picture under the
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Practice Teaching: Teacher Work Sample corresponding noun category. Technology will be use in this class to demonstrate what nouns are during the exploration of the concept. A picture collection will be used as well and the core dispositions used will be Social Transformation and Leadership. *The PRDE provides ideas for activities in every unit, in this particular example some of them were made up by the practice teacher.
Instructional -Decision Making During the discussion of the Family Member I was trying to explain the type of families and even though pictures were being showed to the students in order for them to associate, they couldn’t understand what was being given. It was a delicate topic. One student said: pero, si yo vivo con mi tia, mi tio y mis primos que familia es esa... another student said:” mi amiga tiene dos mamas…” Students started to get confused and I had to stop and recreate the whole lesson . After I gave them the information, I realized that they are still too young to understand clearly the types of families that exist, so I decided to use the word family as whole ignoring the type of families mentioned before and created a family tree in order for them to develop their own family while identifying each family member. In another occasion I wrote many sentences for the students to practice a preposition developing their writing skill as well, but I was noticing that students were getting left behind and most of them were complaining about having to write too much. I had to erase many sentences, so c the quantity of sentences was less in order for other students to complete their work like the others.
Analysis of Student Learning
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Practice Teaching: Teacher Work Sample NOTE: Cooperating teacher explained that the post test will be given in May. The Students evaluation of assessment can be found in the Professional Notebook. (need that evaluation to create the graphs)
Reflection and Self Evaluation During this semester my performance as a teacher grew in many areas. At the beginning when I met this group, I did not feel connected whatsoever and it was difficult for me to stay focused in the class. The other first grade was easier to handle. Those are the ones that are more applied. When I had the decision in my hands to switch groups, I stopped and review my teaching philosophy. I rather have something challenging since it makes me give my very best and as a result I take the group to a higher level of discipline and understanding, but most importantly meaningful learning. So, I decided to stay with the group and help them improve. My lessons started to change once I got to know my students, their level and competence. I improved in my lesson planning, but I still need more practice when it comes to writing objectives. I believe that most of the results were great because students still remember concepts that were given in class even thought they still don’t understand the meaning of them. Their eager to participate in class by speaking the language was overwhelming, so the language usage goal was met. Their writing skills have improved and the speed of the skill has been enhanced. I learned some strategies in order for every student reach success when it comes to writing. I waited for them and asked them if they were with me, and that strategy was a complete success. Technology was used constantly in the classroom so the lessons competed fairly and the students felt more appealed to the class. This means that bringing realia and technology to the classroom as a goal was met. Recognizing sounds is still in development because this semester phonemes
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Practice Teaching: Teacher Work Sample were not covered but when given the vocabulary word I would made them repeat and show them how to pronounce the word correctly using sounds. Vocabulary and comprehension and the use of it in sentences helped the student understand and learn more about the words given.
The reading goal was not met entirely. Reading is a skill that is developmental as the writing skill, but we work with elements of a short story where students can recognize character, sequence of events, author and more. So, the reading goal was met partially. If I knew how to work better the curricular map I wouldn’t leave gaps in my students, because sometimes I needed to stop teaching what was in development in order to be at the pace of the PRDE and that doesn’t benefit the students. Although, I tried to complete the lesson even if it was quicker than I thought, so that is why a lot of Project Based Learning was integrated into the lessons in order for the students to remember the information by performing it somehow. During my reading alouds with students I noticed that I have a lot to improve when it comes to helping them read. I don’t feel I have that magic and sometimes I lose them in the reading aloud and in the family topic I feel I need more preparation to explain to them in a way they understand that not every family is the same. With continuous practice and workshops I know I can improve these areas and other areas as planning. During the semester I took some workshops that helped me improve these areas. As a teacher I wish to improve my organization and realization of all my duties. Sometimes the factor of time is the worst enemy and when you add up all the factors like situations with students, parents, teachers, holidays etc. the agenda gets out of hand. I feel my teaching really got to the students and the results were met, positively.
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Practice Teaching: Teacher Work Sample
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