1. Teacher Work Sample University of Puerto Rico At Humacao English Department Dalymirka González Rubert EDPE 4018 Dr. Aníbal Muñoz Claudio April 30, 2012
2. Teacher Work Sample Contextual Factors The Elementary School Nueva Urbana is located in the town of Ceiba, P.R.The school has over 500 hundred students enrolled in the respective sixth grades.The enrollment of the students varies from all kinds of social economicbackgrounds. Moreover, the majority of the students come from governmentcontrolled apartments. This fact clarifies that most of the students’ family havelow class income. The school offers a variety of orientations that aim to extendknowledge to the parent The classroom where I would be teaching it has a very comfortable size.The area is pretty spacious and it has air conditioning facilities. Also thisclassroom has a television set and radio for the benefits of integrating technologyin my lessons. This classroom is the homeroom of the first grade teacher Mrs.Cruz. My cooperating teacher Mr. Rivera also has an English laboratory classroom.This laboratory is mainly use when the students are developing a task by working ingroups. Although most of my activities involve cooperative learning, I will be mainlyusing Mrs. Cruz classroom. In my first grade group there are 8 girls and 13 boys. In this group thereare also a few students who are classify under special needs. Also there are a 25%
3. Teacher Work Sampleof the students who are above the grade level expectations in English. On theother hand there are a 75% of the students who are below the grade levelexpectations. Taking this into consideration I develop a unit that can be beneficialfor all of the students. Learning Goals The goals for this unit are based on the Content and Standards and gradelevel expectations of the English curriculum for first grade students. Themajority of my students have not performed satisfactory in the English Class. Ihave to develop objectives and goals were my students meet the grade levelexpectations. I will be incorporating exercises that are similar to the “PruebasPuertorriqueñas”, in order for my students to start acknowledging the differenttypes of exercises. I will also have to include lots of visuals in order to reach myspecial need students. I would also have to include lots of repetition drills tosupport the students with language difficulties.These are my learning goals for the phoneme unit:1. The students will be able to develop and demonstrate phonemic awareness in order to identify short vowel sounds. (L/s 1.2)2. The students will develop auditory discrimination to identify distinctive short vowel sounds. (L/S 1.2)
4. Teacher Work Sample3. The students will identify short vowel sounds in other to decode words and phrases fluently. (R.1.1)4. . Uses phonemic awareness strategies to manipulate short vowel sounds and form new monosyllabic words. (R.1.2) Assessment Plan For this unit I will use different worksheets that aim to identify the shortvowel e sound. For short vowel e sound the post test and pretest are different. Iwill be treating the short vowel e sound in monosyllable words as well as anintegration of the short vowel e sound using a literature context. Also short vowelsound e will be assessing in terms of identification of similar phonograms. Day Activity GoalsDay 1 Short vowel e sound 1, 2, introduction /pretestDay 2 Short vowel e sound in 1,2,3 literature contextDay 3 Short vowel e sound in 1,2 phonograms.Day 4 Short vowel e sound 1,2, 4 building sentencesDay 5 Short vowel e sound post- 1,2,3,4 test
5. Teacher Work Sample Design for Instruction The pretest showed me that my students know how to identify the shortvowel e sound but they do not have enough background knowledge to makemonosyllable words with short vowel e. When I produce the sounds of the wordsthey were able to identify if the words contain the short vowel but when they hadto make the sounds by themselves it became challenging for the majority of thestudents. This is the mayor reason why I incorporated literature reading in theunit. I had the students read aloud the short story Get the Tent whichemphasizes in reproducing the short vowel e sound. While the students wereengaged in the reading activity they were able to identify the words with thisparticular sound as they read collectively and individually. I also decided to includephonograms because while working with this skill the students a different overviewof the sound. I consider that since during a phonogram lesson the aim is torecognize the words that rhyme they will be unconsciously reviewing the shortvowel /e/ sound. The same ideas goes along with sentence building, this techniqueis develop using short vowel /e/ sound words but with a focus on sentence building.Basically all of the activities revolve around the sound aimed for development froman abstract form. The student will be engage in different activities where they
6. Teacher Work Samplecan review the sound in different types of context. I consider that this isrelatively important because it gives the students the opportunity to grasp anddifferentiate the sound. Detailed lesson:Day LessonDay 1 Unit introduction, pretest, short vowel e recognition.Day 2 Identification and Recognition – a reading activity in which the students will identify the short vowel e sounds presented in the short story.Day 3 Phonograms Activity: Identifying phonograms with short vowel e sound.Day 4 Sentence Building – The students will create sentences using monosyllables of short vowel e sound.Day 5: Unit posttest
7. Teacher Work Sample Instructional Decision Making The first time I had to adjust my instructional plan was during the pretest.The activities that I gave the students as an introduction of the vowel sound wereeffective. The problem started when I gave the students the pretest assessment.I had included only pictures of words with the short vowel but these pictures werenot identified. For a 25% of the student this was not an issue. On the other the75% of the students had an inconvenience of recognizing short vowel sound in asimple listening activity. For the majority of the students it becomes easier ifthey can relate picture and text. Due to this fact I had to change my wholeassessment plan because I used pictures instead of text for the handouts andposttest. I had also had to identify the pictures from the phonograms lesson withthe corresponding text. Basically I had to align all of the handouts to picture textin order to make them more user friendly for the students. Since my aim was forthe students to achieve auditory discrimination for the post test was based onauditory discrimination.
8. Teacher Work Sample Analysis of Student Learning The pretest and posttest results definitely proved that the students wereengaged in a positive learning environment. The majority of the students increasedtheir scores as a result in posttest. Although this was a short it is clear on thegraphs that the unit was effective. Moreover this results show that thedecisions made for the instructions were effective and that my students were ableto complete different task following the grade level expectations. At the beginning when the student took the pretest, the majority of theresults were in a rank of a failing average. These results showed that the studentswere not meeting the grade level expectations. The phonemes are a skill that isexamined in the “Pruebas Puertorriqueñas” and our students need to be ready toaccomplish good results in this standardized test. After analyzing the students’performance I understand that the results in the pretest where poor because thepictures in the exercise where lacking of identification. Taking this intoconsideration I made several instructional decisions that will benefit the students.After making the changes the results demonstrate that the whole classachievement rose from a poor level to a satisfactory level of achievement. In thenext table we can acknowledge the difference in the results of the pretest and
9. Teacher Work Sampleposttest. I consider that my students had the space to grow and raised their levelof knowledge among phonemes. I that learning happens when teachers can developmany strategies and techniques to engage the students in a positive learningenvironment.Table #1: Pretest 10% Advanced 14% Proficient 76% Satisfactor Table 1: Represents the results of theperformance of the students in the pretest. A 76% of the students obtained nonacceptable results in the pretest. Table # 2: Potest Advanced 19% 5% 38% Proficient 14% Satisfactory 24% Table 2: Represents the results of theperformance of the students during the posttest. The majority of the studentsobtained above satisfactory levels on the posttest.
10. Teacher Work Sample Evaluation and Reflection I consider that this unit was a complete success. I believe that is importantthat my students learned the short vowel sounds because this will enable them tounderstand long vowel sounds in second grade. I considered that it is relativelyimportant that students identify and recognize distinctive sounds in order to beable to read. With this unit I have learned that it is extremely important for firstgraders to be able to relate text and picture. In many auditory discriminationexercises having a text to relate makes it easier for the students to develop thegiven task. Although I knew that it was easier for the students to recognize theshort vowel sound by incorporating a written text, I decided to assess auditorydiscrimination for the first part of the posttest. I believed that if the studentswere able to recognize the sound with or without text, then my unit will be asuccess. To my surprised my students proved me that they can both recognize thesound by completing auditory only or written exercises. I have a group were the25% of the students have excellent linguistic skills but the other 75% of thestudents rank below the grade level expectations. I used simple but meaningfullessons in order to reach all of my student’s needs. I wanted my students todifferentiate the sounds, and I was able to meet my objectives. Since this unit
11. Teacher Work Samplewas a success I will definitely develop similar units for the rest of the short vowelsounds.