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University of Puerto Rico in Humacao Department of English

Teacher Work Sample (part4)

Rufino Vigo Elementary School English Class/Third Grade (3-1) October15, 2014

Practice Teaching Elementary English Edpe 4019

Shirlenne Peralta Benabe 842-07-6270

Dr. Nilsa Lugo Practice Supervisor

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Table of Contents I.

Contextual Factors ................................................................................................ 2 Community, district, classroom and school factors: Student characteristics & Instructional Implications:

II.

Learning Goals ...................................................................................................... 5 Goal Alignment with Core Standards

III.

Assessment Plan .................................................................................................... 7

IV.

Design for Instruction .......................................................................................... 10 Activities Technology Integration of four core dispositions

V.

Instructional Decision Making ........................................................................... 22

VI.

Analysis of Student Learning .............................................................................. 23 Whole class Subgroups Individuals

VII.

Reflection and Self-evaluation............................................................................. 28

VIII.

Appendix............................................................................................................... 31

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Contextual Factors Community, district, classroom and school factors: My practice teaching center is a school named Rufino Vigo Elementary School. The school is located in the district of Humacao in Dufresne Street number 113. The street in which this school is located is very wide. Rufino Vigo was founded in 1973 and it is one of the biggest elementary schools in Humacao and it has almost 300 students. In front of the school, there is a consortium for young people. There is a parking space beside the school. There is also a small cafeteria where the students, parents and faculty go often for lunch. In front of the school there is also a tire center called “El Gomaso”. The school’s surroundings also include two government buildings known as residential houses. A lot of the students from Rufino Vigo come from those residential buildings.

The school offers a special education program that is divided in different types of services. There is a special education classroom that is called RRM. Another program is preschool autism, and there are other two that are for autistic children but are for older students.

There are specialists that come to the school to attend to special education students. The services offered are an occupational therapist, physical therapist and psychological therapist. There are also 5 busses that arrive to the school to drop off and pick up special education students only.

When these students arrive, there is a T1 teacher that receives them and takes each of them to their classrooms. In the community, there are parents and members that offer their services to the school. For example, at the moment, the school does not count with a security guard. The people that are seen opening and closing the parking space from the school or the school gates are volunteer parents.

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The English classroom where I meet with my third graders is on the second floor. It is one of the few classrooms in the school that has air conditioning. This classroom is part of the ALECKS program, which is to bring technology into the classroom. The classroom has five computers and a printer for the English teachers use. It also has a projector screen but the projector has to be requested prior to its use. Other technological resources include a set of 8 Leapfrogs. In the classroom, there are three rows of traditional student desks. At the lateral sides, there are two semi rounded tables. The students who have problem focusing in class, or get distracted easily are usually sat alone in these, or with other quieter students, to calm them down and reduce class disruptions.

Student characteristics & Instructional Implications: The third grade I am in charge of teaching is 3-1. They are a group of 22 students, 14 girls and 8 boys. Their age range is from 7 years old to 10 years old. There are 2 students that are repeating grades. All of the students are born and raised in Puerto Rico. The entire group has a low English proficiency. They seem to understand a couple of basic commands such as sit down, stand up and other basic phrases. My group also has 5 special education students. They have individual special needs, such as distraction removers, seat assignation close to the teacher or close to the board, and extended time for home work, tests and projects. I have one student diagnosed with attention deficit hyperactivity disorder (ADHD), deficient emotional selfregulation (DESR), and other diagnostics that have not yet been handed in by the mother. This student is receiving therapies in the school and also visits a psychologist after school.

The majority of the group is very active and has a short span of attention. My group loves to sing in the morning routines and always ask for the song to be repeated. There are a few females in the classroom that are very quiet and shy and the rest are very talkative. Some TWS - PERALTA

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students work more slowly than others. The students’ proficiency in reading, writing, speaking and listening are low. One of the causes could be there is no follow up of practice and exposure to the English language in their homes. The results I received in the survey I administered for the group profile was that the great majority of the parents do not understand, speak, or read English.

When asked about their child’s proficiency, the results were the same. With the exception of two or three students, the rest of the students said in the survey that the English class was one of their favorite.

As their teacher, my challenge is that I need to work in between scaffolding the basics of English while keeping up with the curricular map, content standards and skills students must possess and I must take these things into account when I’m lesson planning. My students are lacking writing skills in English and I have seen a couple that are lacking skills in Spanish as well. I had the opportunity to observe this while calling to the board a couple of students to write the vocabulary words Spanish definition. The students are also lacking in great significance in their reading skills, which is vital. The majority of students do not know how to read and infer a main idea, main characters of the story, or how to organize the beginning, middle and ending of a story. Another factor that could influence the way I plan and implement my unit is using technology. The classroom has a big screen projector that is available for use. All I need to do is ask for the projector up front. Using technology can visually aid those students to decode a certain word they may not understand and can help get through to the students that are easily bored by engaging more than one sense at time.

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Learning Goals As part of the learning goals I want to set for my third grade students, I decided to use the new content standards, Puerto Rico Core Standards (PRCS) (http://www.de.gobierno.pr/files/estandares/Estandares_de_ingles_2014.pdf) as my guideline, though in my lesson planning I will be using the former Content Standards and Grade Level Expectations (CSGLE) ( http://www.nutricionenaccion.com/nutr/pdf/estandares_ingles.pdf). I found that the Content Standards went through a rigorous modification; nevertheless the aim seems to be almost the same. The new standards seem to go more in depth in regards to the student’s achievements and that is why I want my thematic unit’s learning goals to be based upon the Core Standards. I chose to focus my goals on reading comprehension. This is because reading comprehension is one of the most important skills to have since it provides knowledge construction. The core standards I chose to be a part of my thematic unit learning goals are the following:

Learning Goal 1 Learning Goal 2

Students will be able to answer the 5-W Questions after reading a text. (3.R.1) Students will be able to Identify the difference between an idea and an opinion (3.R.1)

Learning Goal 3

Students will be able to determine the meaning of words in an informational text. (3.R.4)

Learning Goal 4

Students will be able to use critical thinking to describe ideas and cultural identity.( 3.R.1)

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Learning Goal 5

Students will be able to use information gained from the illustrations and words in a print or digital literary text to demonstrate understanding of its characters, setting, or plot.( 3.R.7) Describe how characters in a story respond to major events and challenges.

(3.R.3.L)

Goal Alignment with Core Standards Read critically to make logical inferences, and cite specific textual evidence to support conclusions drawn from the text.

A. 3.R.1 Use in-depth critical reading of a variety of relevant texts to describe ideas, phenomena, cultural identity and literary elements in the texts, asking and answering such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Recognize fact vs. opinion and fiction vs. nonfiction as well as facts/supporting details from the text. (Learning Goal 1-2) B. 3. R. 4 I. Determine the meaning of words and phrases in an informational text. (L.G3) C. 3.R.7 L. Use information gained from the illustrations and words in a print or digital literary text to demonstrate understanding of its characters, setting, or plot.(L.G5) D. 3. R.3.L Describe how characters in a story respond to major events and challenges.

(L.G 5)

The goals that I set for my students were done so thinking strategically on what skills need to be focused on more and developed with my help. The goals are all based on reading standards. The standards I chose were meant to benefit one from another and lead the student to reading comprehension when reading an informational text or story.

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Assessment Plan

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Learning Goals Learning Goal 1

Assessments

5-W Question Game with dice, each number represents a question.

Divide students into groups to play game.

Formative Assessment

After playing the 5-W question game, the student, the students had to formulate 5-w questions.

Sentence starters to help the students formulate their 5-W questions.

Post-Test

Interview: The questions formulated in the class will be used to interview a family member and they have to write it down.

Make a copy of the questions for the students to use as an interview form.

Pre-Test

Diagnostic Test: Student will answer a multiple choice test to differentiate opinions from ideas.

Formative Assessment

Direct Instruction:

After discussing a reading selection, the students will be able to Identify the difference between an idea and an opinion with 90 % accuracy.(3.R.1)

Post-Test

Learning Goal 3 After reading a selection The Talking Cloth, from the book Reading: English Language Learners Grade 3, page 42, the Students will be able to determine the meaning of words in an informational text with an 85% mastery. (3. R.4 I.)

Pre-Test

Formative Assessment Post-Test

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Adaptations

Pre-assessment

After given a reading selection , the students will be able to answer 5-W questions with 85% accuracy.(3.R.1)

Learning Goal 2

Format of Assessment

Comparison and contrast discussion of a reading selection to differentiate between idea and opinion.

Worksheet where they have to cut out the phrases and classify as opinion or fact.

Text- to -self and answer open ended questions to verify students understanding Read story out loud with students

Have examples on the board to help student in the process of classifying.

A picture below opinion on the board, and below fact to help students remember their definitions to be able to classify.

Vocabulary Flash Cards Pictures of vocabulary words to help understand the words that could not be inferred by reading the text alone.

Visual Aids

Power Point Presentation of word match for the students to answer.

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Learning Goal 4 After reading the story “The Talking Cloth”, students will be able to use critical thinking to describe ideas and cultural identity by completing a diagram. ( 3.R.1)

Pre-Test

The student will make inferences of the text and mention what they know about the African Culture.

Formative Assessment

The students will learn about the African culture, including clothing, food, music and children games.

Post-Test

Following critical thinking questions as a guide, the students will complete a Venn diagram of the African culture and Puerto Rican culture.

Shelter: The teacher introduces new content by using visual aids, music, and other aids.

Making Connections: Making connections begins with activating prior knowledge in order for the reader to connect to the topic, theme, character, or situation.

There are three types of connections: • Text-to-self • Text-to-text

Learning Goal 5

Pre-Test:

After giving the selection summary ”The Talking Cloth”, the students will be able to use information gained from the illustrations and words in the text to demonstrate understanding of its characters, setting, or plot (3.R.7 L.)(3.R.3.L)

Formative Assessment: Post-Test:

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Based on the story’s content, the students will create their own Adrinka Cloths.

• Text-to-world

Show a variety of pictures through a presentation. Students have will have an assessment paper and write who the character is, or what is happening from the story.

Utilization of Visual Aids

The students will hear and see the story on a video.

The students will have a test on “The Talking Cloth”, they will answer questions about the plot, characters, setting and sequence of events from the story.

Visual aids such as photographs, drawings, posters, and videos provide an opportunity for students to explore known images as well as develop new mental images to discuss in the context of previewing text and setting the purpose for learning.

Extended time, oral exam, distraction removers for PEA students.

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Design for Instruction Unit Overview: To assess my students’ comprehension level on reading and to save time, I used the Department of Education’s English Pre-Post Test and focused on the reading parts of the same.

The areas that were tested for my thematic unit were the following: Phonemic awareness, blending sounds, describing characters and making logical inferences drawn from text, and responding 5-W Questions which also included differentiating fact from opinion. The results from the test reflected what I’ve observed in the class since I arrived to my practice center, my students have a very low proficiency in English. As seen in figure 1, only 11% of the students met the phonemic awareness skill. This part of the test was only 4 items and also had an example for the students. The 11% of students that met the skill had 3 out of 4 items correct or 4 out of 4.

I decided to count this part of the test because it indicates whether the students know the different pronunciation when reading depending on the vowel seen. The next area that was tested was orally produced single-syllable words by blending sounds (phonemes), including consonant blends.

As seen in figure 2, the results were much better than the ones in figure 1, but the students still scored on a low level with only 31% of students achieving 3 out of 4 or 4 out of 4 items correctly. More than half the group lacked skills in this part with a total of 69% achieving scores from 0 to 2 points out of 4 items. These two parts of the test are not a direct part of my goals but they are underlying goals and implicated in all of my goals because my overall goal is that the student acquires reading comprehension, and Pronunciation is a foundational skill for reading comprehension. To improve these two skills, I will need to expose my students to a lot of reading material and practice the alphabet, short and long vowel sounds. In figure 3, are the TWS - PERALTA

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diagnostic test results of goal #5 (3.R.3.L Describe how characters in a story respond to major events and challenges.) This part of the test had a short story with a small illustration. After the students read the story they had to answer four questions and choose the best answer. Again, the majority of the students, or 84% to be specific, were not skilled in this area. The test tabulation showed that only 16% of the students were able to get a score of 3 items correctly or 4 out of 4.

To help the students improve in this skill I will reinforce guided reading and discussing comprehension questions.

As can be seen in figure 4, 95% of the students did not meet the criteria or score that verified their skill in responding to 5-W questions. This is the lowest percentage score of all the parts of the diagnostic test.

R.FS.11.D PHONEMIC AWARENESS Skilled

Skilless

11%

89%

Figure 1

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R. 3. FS. 11.B BLENDING SOUNDS PHONEMES Skilled

Skilleless

31%

69%

Figure 2

3. R.3. L DESCRIBE CHARACTERS Skilled

Skilless

16%

84%

Figure 3

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RESPOND 5-W QUESTIONS Skilled

Skilless

5%

95%

Figure 4

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Day

1

2

Topic The Keeping Quilt Vocabulary

The Keeping Quilt class discussion

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Goal Learning Goal 3 After reading a selection, the Students will be able to determine the meaning of words in an informational text.

Learning Goal 4 Students will be able to use critical thinking to describe ideas and cultural identity.

Activities

Materials

Assessments

Core Dispositions

The students will be given the definitions of the vocabulary words of the story. The students will fill in the blanks of sentences from the story with the correct vocabulary words.

Materials: Sentence Strips, Chalkboard, projector, Ipad.

Fill in the blanks on board. Copy to notebook and answer.

leadership

While reading, students will be answering open ended questions to discuss the story, the questions will be questions where students can infer meaning and connect to the cultural aspect of the story and the meaning of the quilt.

Story The Keeping Quilt, Quilt worksheet Copies of Picture of a square form the quilt. Retrieved from: http://www.pinterest.com/pin/132363676 523177159/

Students will chose four values that represents their families. They will write it in their quilt.

Social transformation

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Day

Topic

Goal Learning Goal 5

3 Elements of the story

Students will be able to use information gained from the illustrations and words in a print or digital literary text to demonstrate understanding of its characters, setting, or plot.

Activities

After discussing the elements of the story, the students will complete a Diagram of the beginning, middle and end.

Materials

Copies: Elements of the story Worksheet

Assessments

Students will choose the pumpkins that correspond to the elements of a fable and color it.

Core Dispositions

Creativity

Students will be able to describe how characters in a story respond to major events and challenges

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Day

Topic

4

Family Tree

5

Fable Introduction

Goal Learning Goal 3 After reading a selection, the Students will be able to determine the meaning of words in an informational text

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Learning Goal 1: After given a reading selection, the students will be able to answer 5-W questions with 85% accuracy.

Activities

Materials

Assessments

Core Dispositions

The students will see a family tree about the story The Keeping Quilt, and then they will complete their own family tree as homework.

Scholastic’s Family tree worksheet

Students will write their family’s name on the tree

Creativity, diversity

The teacher will explain the students the definition of Fable, they will have examples and pictures of a fable. They will also learn that a fable has a main idea. In the classroom we will collectively do an activity for them to classify between nonfiction and fable.

Pictures, chalkboard, Fishing pond.

classification of fiction and nonfiction

Creativity, diversity

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Day

Topic

6

Fable

7

Fable The

8

9

Goal Learning Goal 5 Students will be able to use information gained from the illustrations and words in a print or digital literary text to demonstrate understanding of its characters, setting, or plot.

little red Hen

Fable

Learning Goal 5 Students will be able to describe how characters in a story respond to major events and challenges Learning Goal 1:

“Anansi Tries to Steal all the Wisdom in the World”

After given a reading selection, the students will be able to answer 5-W questions with 85% accuracy.

Aesop’s Fables “The Bundle of Sticks”

Learning Goal 1:

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After given a reading selection, the students will be able to answer 5-W questions with 85% accuracy.

Activities

Materials

Assessments

Core Dispositions

The students will look at a picture of Juan Bobo’s pig and predict why the pig looks that way. The students will do a guided reading of Juan Bobo’s pig. Then they will answer comprehension questions contained at the end of the story.

Juan Bobo’s Pig retold by Joseph Sobol retrived form: http://en.wikipedia.org/wiki/Juan_Bobo_( comic_book)

6 comprehension questions that have to do with the 5-W questions as well.

Social transformation, diversity.

The students will see a video of the fable The little red Hen, and will discuss the main idea and moral of the story.

YouTube Video http://www.youtube.com/watch?v=smspKuKqt5c

Write definitions in notebook

Social transformation

The students will see a video of a trickster tale “Anansi tries to steal all the wisdom in the world” and answer 5-W Questions about the video they saw.

YouTube Video http://www.youtube.com/watch?v=zG9eknk6mq w

Writing on the board

Social transformation

As an introduction to the story, the students will volunteer to come to the front and try to break a pack of sticks together and will be asked to break it.

A copy Aesop’s Book page 47

Answering questions on notebook

Leadership, diversity, social transformation

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Day

Topic

10

Fact and Opinion

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Goal Learning Goal 2 After discussing a reading selection, the students will be able to Identify the difference between a fact and an opinion with a 90% accuracy.

Activities

The students will see examples on the board of fact and opinions. Then they will be divided in groups and classify a series of sentences into fact or opinion. They will also fill out a group worksheet to evaluate their work as a group.

Materials

Scissors, glue, paper, board.

Assessments

Core Dispositions

Group cooperation, worksheet

Creativity, diversity, leadership

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Activities The first activity I want to explain is the Fable introduction (day 5). The introduction of the class will start with an explanation to the students of what a fable is. A merely writing on the chalkboard will not do because my students need a little more than that to understand English. I will explain to the students the definition of a Fable; they will have examples and pictures of a fable. The students will also be able to identify the story “The keeping Quilt” as a nonfiction story. In the classroom, we will collectively do an activity for them to classify between nonfiction and fable. This will be done with a fishing pond I created. Inside the fishing pond there will be fish with a sentence or two from a story. The sentence will be from the keeping quilt, and the other sentences will be about talking animal stories. This content relates to my instructional goal because at the end of the lesson students will be able to answer what is nonfiction? And what is a fable? This activity will work with the 5-W questions because that is one of the lowest percentages where the students scored in the diagnostic test. I am going to use materials such as the fishing pond and pictures to make students have fun and be really interested in participating and learning. This will also be the assessment, having the students correctly classifying between nonfiction and fable.

The next activity I want to explain is another one that has to do with fable. This is the first fable story the students will be reading. I chose Juan Bobo’s pig because it’s a Puerto Rican classic. The students should be able to connect to it, because their parents must have used Juan Bobo’s in their sayings at least once. This activity connects to Learning Goal 5: Students will be able to use information gained from the illustrations and words in a print or digital literary text to demonstrate understanding of its characters, setting, or plot.

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In materials I will use a picture of Juan Bobo’s pig to have the students predict why the pig looks that way. The story will be guided reading. I think it’s a story my students are going to leave and if they have heard it before, understanding it will become much easier. I plan to assess the student’s comprehension with a worksheet I downloaded from the link showed above in the table in page 16.

The third activity is a YouTube video. Children love videos and cartoons and the Fable the Little Red Hen is a prefect story for my group. Because of the results of the diagnostic test, I know that my students are not very proficient in reading. Though the material to be used this day will be a video presentation, it also has the subtitles of the story so the students can also follow the reading while looking at the pictures. The story is also very easy to understand and appropriate for their level. At the end I will discuss the moral of the story and main idea. I believe, since the story is so repetitive, it will be easy for the students to decipher the main idea and it is an excellent way for the students to retrieve the moral of a story for the first time.

Technology Technology will vary in my unit, from using classic technology such as the chalkboard, pictures, scissors, glue, and copies for the students to using the projector, my peer’s iPad, a Bluetooth speaker for the YouTube videos and my iPhone with videos already downloaded into it. Though there is Internet in the classroom, it does not really work well. The only way it can be used is by connecting the Ethernet cable to a laptop and that does not reach to where the projector can be connected. Therefore, to be able to use any Internet required media such as the two videos I will show the students from YouTube, I need to prepare before and download them and check that they work properly. I think that showing students the videos of fables is a great

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way to help them understand what a fable is because children are visual and they will be able to see and hear the story and comprehend the topic better.

Integration of four core dispositions The four core dispositions will always be a part of all of my classes. The reason I will work on all four is because I want to do exactly what the Practice teaching manual says, guide my future students toward engaging in social transformation within a continuously changing and dynamic society. By promoting leadership, I will let my students know that they can stand up for what is correct and they can lead others and help them achieve their goals as well. When I promote diversity, I show my students that everyone is different and there is no need to be ashamed or make fun of someone for it. I will help them to reinforce values that are being lost by generations. Instilling creativity is also important. A creative mind will help my students to excel in every other area. Creativity promotes life-long learning through autonomy, critical reflection, active collaboration, problem solving, and construction of knowledge in diverse contexts (Practice Teaching Manual, page 4). One of my favorite core dispositions and the last one is social transformation. For me this is a combination of all the core dispositions. Encouraging social transformation is encouraging children to become world changers.

I will work the core dispositions in direct and indirect ways. Sometimes I will focus on one, and naturally other times, the nature of my activities will promote more than one disposition.

Social transformation will be a major disposition in the topic of fables because the stories have morals but that does not leave behind the other 3 dispositions. I will promote diversity and leadership by doing group work with the students. Creativity and social transformation will be encouraged by having the students create their own quilt with a word in each corner of a value in their family.

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Instructional Decision Making In my unit I made several changes. One of the big changes I made was that I changed the story I was going to give to my students about the topic of immigration. On page 8 of my Teacher’s work Plan, I had initially planned to use the Story the Talking Cloth. I changed the story because my cooperating teacher did not think the story was completely related to Unit 3.2 Immigration, the one the department of Education had stipulated for that time. The teacher recommended the story The Keeping Quilt. Now, this story was very long and complicated for my students. It was also for older students and not for a third grade level but I still decided to use it.

I had to change my entire Unit because it was meant mostly for the story The Talking Cloth. Despite this, there were some thing I managed to slightly follow through from my assessment plan, but along the way I still made changes. My third learning goal was one of them, (Students will be able to determine the meaning of words in an informational text. 3. R.4). My original plan was to read the story out loud with the students and afterwards do a power point word match. I did this with the story The Keeping Quilt and not the Talking Cloth. I also changed the order of this and started the unit with the presentations of the vocabulary words, then the word match, and then I followed with the read aloud. I did this because since the story had a hard vocabulary, presenting them with the definition at first would help them to understand the story.

The Unit I was able to follow more thoroughly is on page 15. From that unit, I also made changes. On day three, I postponed working with the Elements of a Story because of the same reason, the story’s complexity. The goal to achieve was the following: Learning Goal 5 (Students TWS - PERALTA

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will be able to use information gained from the illustrations and words in a print or digital literary text to demonstrate understanding of its characters, setting, or plot. Students will be able to describe how characters in a story respond to major events and challenges.) Because I know my students and I know the story was too complicated for them to describe so many characters and the plot, I figured that working with the elements of the story would be more helpful for my students to comprehend if I gave it with a shorter story for their grade level. That is why I decided to use this goal later on with Folktales and Fables.

Analysis of Student Learning Whole class L.G1 Pre Test Post-Test Juan L.G2 Bobo'sPre PigTest Comprehension Post-Test Test L.G3#2 partPre 3 Test Post-Test Test L.G4#2 partPre 2 Test Post-Test Quilt L.G5 Standard3.R.1 0 5 3.R.1 0 3 3. R.4 3 0 3.R.1 0 2 3. R.7 3.R.1 0 6 3.R.1 4 3 3. R.4 4 6 3.R.1 0 5 3. R.7 3.R.1 3 5 3.R.1 0 3 3. R.4 0 4 3.R.1 1 5 3. R.7 3.R.1 1 4 3.R.1 0 4 3. R.4 2 6 3.R.1 0 2 3. R.7 3.R.1 2 4 3.R.1 0 2 3. R.4 3 4 3.R.1 0 4 3. R.7 3.R.1 3 3 3.R.1 1 2 3. R.4 3 2 3.R.1 2 5 3. R.7 3.R.1 2 4 3.R.1 2 3 3. R.4 0 0 3.R.1 2 5 3. R.7 3.R.1 0 5 3.R.1 0 3 3. R.4 0 6 3.R.1 0 5 3. R.7 3.R.1 0 6 3.R.1 0 2 3. R.4 2 6 3.R.1 0 5 3. R.7 3.R.1 1 5 3.R.1 3 3 3. R.4 0 4 3.R.1 2 5 3. R.7 3.R.1 0 4 3.R.1 0 2 3. R.4 0 6 3.R.1 0 5 3. R.7 3.R.1 1 2 3.R.1 3 4 3. R.4 3 6 3.R.1 1 3 3. R.7 3.R.1 2 3 3.R.1 0 1 3. R.4 2 6 3.R.1 1 0 3. R.7 3.R.1 0 6 3.R.1 0 3 3. R.4 3 0 3.R.1 0 5 3. R.7 3.R.1 3 6 3.R.1 2 4 3. R.4 1 4 3.R.1 0 5 3. R.7 3.R.1 0 5 3.R.1 0 2 3. R.4 2 4 3.R.1 0 5 3. R.7 3.R.1 3 5 3.R.1 1 3 3. R.4 3 4 3.R.1 0 5 3. R.7 3.R.1 2 6 3.R.1 0 3 3. R.4 0 6 3.R.1 3 4 3. R.7 3.R.1 0 2 3.R.1 0 3 3. R.4 0 6 3.R.1 0 2 3. R.7 3.R.1 0 5 3.R.1 0 3 3. R.4 0 4 3.R.1 0 5 3. R.7 3.R.1 0 5 3.R.1 0 3 3. R.4 0 6 3.R.1 0 5 3. R.7

Figure 5 Results of Diagnostic Test and Post Test, the Learning Goals and the Core Standard Tested.

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Pre Test Post-Test Remember 0 5 0 5 1 5 0 Excused 0 5 2 5 2 0 5 0 2 5 0 4 1 5 1 0 5 0 4 0 excused 0 5 3 5 0 5 0 5 0 excused

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Comparison of Pre- Test and Post- Test 150 128

130 110

97

96

90 68

70 50

59 49

44

30

16

12

12

10 -10

Learning Goal 1

Learning Goal 2

Learning Goal 3 Pre-Test

Learning Goal 4

Learning Goal 5

Post-Test

Figure 6 The numbers above are the summed up points of evry student by learning goals. The results are form the Pre-Test and Post Test.

Learning Goal 3 and 5

Learning Goal 1,2 and and 4

19% 48%

52%

81%

Met criterion

Did not meet criterion

Figure 7

Met riterion

Did not meet criterion

Figure 8

As seen in figures 5, 6 and 7, there has been academic and intellectual growth in the students. In contrast to the results of the pre-test, now the majority of the students are the ones to master the goal. The greatest goal achievement has been goal #4, students will be able to use critical thinking to describe ideas and cultural identity. (3.R.1). The goal with less amount of change was goal number 2.

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On figure 5, you can observe the result of the pre-test which was the diagnostic test, and the result of the post-tests of each student which was done with different assessments. The results of the post-test for learning goal number 1 was attached to Juan Bobo’s Pig Story. It was a series of comprehension question that focused on 5-W questions. In the diagnostic test, there were short stories that students had to read, and then answer 5-W Questions. They had initially not done well at all, in fact, that is where they failed the most, with only 5% percent of the students meeting the goal (see page 14). This has now increased to a 52% percent of the students mastering goal #1. Learning was achieved.

Subgroups I decided to analyze learning goal number #1 5-W questions and I divided my subgroup into girls and boys. The reason I chose to form gender sub-groups was because seven out of seven boys regularly did not pay attention in class, the great majority did not write in class, do homework nor bring their notebooks. I wanted to see their level of performance compared to the girls, which were the opposite, there were still a few with the characteristics mentioned above, but the majority of the girls were more responsible and paid attention. Considering the boys irresponsibility, they still managed to achieve learning, though they received a lower score than the girls. On the pre-test, amongst all seven boys, they achieved a score of 4 out of 78. The girls were a little above the boys with a score of 19 out of 78.

As seen in figure 9, both subgroups received a higher score on the post- test. The boys had an increase of 23 points. They scored a 27 out of 78, which gives a total of 35%. On the

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other side, the girls did an astounding increase of 50 points. They totaled a score of 69 out of 78 which is an 88%.

LEARNING GOAL 1 Pre-test

Post-Test

69

78 58 38

27

19

18

4

-2 Girls

Boys

Figure 9

Individuals In figure 10, there is a lineal chart of the results of two students with difference levels of performance. It was interesting to see the results of these students ‘scores because one of them is a slower learner and is a PEA student, and the other student is a faster learner and does good in class, though that student’s mother was pondering on the fact that her child could be a PEA student, which I disagree. The slower student is student number 2, and the fast learner student is student number 1. On the pre-test Learning goal 1, student number 1 scored 2 out of 6. On learning goal 2 she scored 0, learning goal 3 she scored a 2, on learning goal 4 she scored a 1 and on learning goal 5 she scored 1 also. These results were improved on the post test. Student number 1 received a score of 6 no the first learning goal, a 3 on the second learning goal, a 6 on the third learning goal, a 4 on the fourth learning goal and a 5 on the fifth learning goal. (See figure 10)

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On figure 11, you can see the results of student number 2, which is the slower learner and had the lowest points on the Diagnostic test and post-test. On the pre-test, students number two score a two on learning goal number 1, a zero on learning goals number 2 and 3, and a five on learning goals 4 and 5. Oddly enough, student number two did not have an improvement on learning goals 4 and 5 from the post-tests; instead he achieved a lower score, but he did improve on learning goals 1, 2 and 3. Student number 2 achieved a 3 on the 1st learning goal, a 1 on the 2nd learning goal, a 6 on the 3rd learning goal, and a zero on the 4th and 5th learning goals.

Student 1 7 6 5 4 3 2 1 0 LG1

LG2

LG3 Post

Figure 10

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LG5

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Student 2 7 6 5 4 3

2 1 0 LG1

LG2

LG3 Post-test

LG4

LG5

Pre-test

Figure 11

Reflection and Self-evaluation They were many of occasions where my learning goals were successful and there were many time they did not work at all, I will give an example of the latter one first. On day two, I planned to do a Keeping Quilt discussion. The activity included for this day was answering open ended questions, and the learning goal was for students to be able to use critical thinking to describe ideas and cultural identity (L.G4). Students were not able to answer any of the open questions, not even the easier ones that did not require any critical thinking. The reason for this was because of the complicity of the story. Since the story had a lot of Russian words and Russian culture in it, it was more complicated for my students to grasp what was happening. The story was too long for them. To help them understand, every time I read a page I had to stop in each paragraph and explain what was happening. Instead of asking comprehension questions at the end of each page, I asked comprehension questions at the end of each paragraph. Stopping more often during the story and explaining helped my students to meet my learning goals. Even TWS - PERALTA

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though this helped them a little, I know that I could’ve done more to improve my student’s performance. This part of the unit was hard enough because it had to align with the department of education’s unit, immigration. I thought immigration was very hard to teach because the students really don’t know the concept in Spanish and know they have to learn it in a language they barely understand. Either way, next time I have to deal with this unit, I’ll have the experience and knowledge of what to do differently. To explain this term, I would choose a story that they can relate to more. Changes I would make are choosing a different story; even if that means that I have to order it on Amazon because the Department of Education did not provide me with the resources.

I will give one example from the times where my learning goals was a success; my favorite one. That was day number 7 on page 16. I worked on learning goal number 5 ‘students will be able to describe how characters in a story respond to major events and challenges’. After Achieving this goal took more than a day because after the students saw the video of The Little Red Hen, I explained a couple of other things first. Afterwards, I bought an apron and it was funny seeing my students’ reaction when they saw me. I used the fishing pond and filled it with the definitions of plot, characters, and setting. Inside it were also the characters of the story, the place of setting and the answers to the plot of the fable The Little Red Hen. Every student had a chance to participate and they did pretty well on answering. After that activity I gave the students a worksheet where they had to draw three characters from the fable and write their names, write the title of the story, the setting and their favorite part, which had to be taken from the plot.

Every student that finished their worksheet did excellent. Even though that was my favorite activity, there are things I could’ve improved. If I had the chance to do it all over again, I would eliminate the fishing pond scenario and use a kitchen scenario only. At the end I would give TWS - PERALTA

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cupcakes because in the story the Hen bakes bread. If there would’ve been more time and if my students’ parents were more cooperative, I could’ve done a show and tell were they could bake something with their parents, take pictures, and then present the process in class and share with their classmates.

Reflection on possibility for professional development My thematic Unit went through so many changes along the way. These changes were all based on my students. I learned that I can plan all I want, but at the end change is inevitable if I want to help my students. In addition to my learning goals, I gave them other things I saw they needed reinforcement with. One of the strongest one was reading and speaking. AT the beginning, my students were very intimidated to speak English. They saw it as something they could not achieve. Every time they said they did not know English I would ask them if they knew what hello meant, or dog, and they said yes, and I would tell them, “then you do know English!”, and that would make them smile and think at the same time. Positive reinforcement was a key for my students to meet their goals. At the beginning of the semester I put up a chart that would give them a star if they spoke English in class and that would actually work. After they became more at ease, I started calling someone out to come to the front and lead the morning song, and then I gave them oral presentations. Even though there were still a few that were shy to speak in the oral presentations, I thought it was a great achievement when I saw all of them singing out loud songs in English with no inhibitions to speak English.

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Appendix Diagnostic Test ............................................................................................... 32-36 Diagnostic Test Tabulation .......................................................................... 37-38 Assessment for Unit 3.2 Immigration ........................................................ 39-45 Assessments for Unit 3.3 Fables.................................................................. 46-55 Students Final Grades ......................................................................................... 56

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