Contextual FactorsCommunity, District, and School FactorsGree

Contextual Factors
Community, District, and School Factors
Greenville, Mississippi is located in the Mississippi Delta
area. It is well-known for its blues musicians and agriculture.
Here in the city, it hosts its annual MS Delta Blues Festival
every year in September. The city of Greenville spans to serve
the Washington County which serves the community of schools
through the Greenville Public School District. The title I
school is Matty Akin Elementary School it serves grades 1st-
5th grade of 700 students. It also is a school which work with
children of special needs according and per grade level with
specialized teachers. The racial demographic of the district
makes up 95.30% African American, 3.44% White, 1.14%
Hispanic, and 0.11% Asian. Recent test surveys indicate that
majority of the students are proficient in social studies, while
only 24 percent are effective in mathematics. Parents, school
leaders, and community members at Greenville often collaborate
to promote positive learning outcomes among students. Due to
different learning capabilities based on each student’s
backgrounds, educators often employ a differentiated
instructional technique to increase student engagement and
knowledge retention (Renner, 2021).
Classroom Factors
The classroom environment is one of the most important
factors that affect student’s learning capabilities. The
atmosphere where learning occurs affects the state that
individuals can feel but cannot touch. This includes the ways in
which the classroom is physically arranged. Desks and the
blackboards must be placed in ways that make it comfortable for
students to effectively access learning materials and
communicate with teachers (Renner, 2021). Additionally,
posters that are related to social studies lessons should be fixed
on walls to create vantage positions for easy accessibility. One
of the simplest models of making the physical environment

supportive of learning is to ensure that it has high indoor air
quality, sufficient spacing, and proper lighting. Additi onally,
the psychological climate of the classroom should set the
emotional tone for effective reading and learning. This can be
accomplished by creating a mood that makes students eager to
grasp several learning concepts (Renner, 2021).
Student Characteristics
My 23 kindergarten students are aged from 5- 6 years old.
They have different learning styles and capabilities, which
affect their overall performance. 2 of the students have IEPs, 4
students attend speech therapy due to low reading skills.
Variations in learning competencies often arise from different
factors such as their racial, ethnic, and cultural backgrounds.
Learning style is also viewed as a potentially useful indicator of
the ways in which individual differences may affect the
effectiveness of distributed learning. Various conceptual
constructs can be used to gain insights into each learner’s needs
and personality with the purpose of fine-tuning the instructional
environments (Day et al., 2018). The Myers-Briggs instrument
for personality assessment, for instance, identifies four
dimensions that students often take while learning. They include
perception, decision-making, social interactions, and
environmental interactions. These four dichotomous dimensions
often categorize individuals as introverts, extroverts, sensing,
intuitive, thinking, feeling, or perceiving and judging. Based on
these constructs, I will develop instructional strategies that
appeal to different personality traits.
Instructional Implications
Assessing the teaching and learning indicators is critical in
enhancing students’ intellectual success. These initiatives are
going to be important in promoting educational progress at
community, state, and national levels. In order to accomplish
these goals, I will improve both the learning and evaluation
processes by integrating both student- and teacher-centered
approaches. I will also embrace an open communication model,
which accommodates feedback from students and uses their

information to improve future learning outcomes (Lowenthal &
Dunlap, 2018). This process will also encompass measuring and
understanding students’ level of knowledge retention by
assigning them tests. I will also need to make accommodations
for my two students with IEP's; I may need to provide extra
assistance for these students, including additional time, support,
or readers/scribes. Since the concept of presidents is relatively
new to students, it will be my responsibility to provide the
foundation of this material. I will reinforce these concepts by
connecting it to information students have already covered.
Through these dynamic interactions, I believe that the students
will improve their knowledge in different areas that I will
deliver.
References
Day, I. N., van Blankenstein, F. M., Westenberg, P. M., &
Admiraal, W. F. (2018). Explaining
individual student success using continuous assessment types
and student characteristics. Higher Education Research &
Development, 37(5), 937-951.
Lowenthal, P. R., & Dunlap, J. C. (2018). Investigating
students’ perceptions of instructional
strategies to establish social presence. Distance
Education, 39(3), 281-298.
Renner, R. (2021, November 20). What contextual factors will
influence classroom management? The Classroom | Empowering
Students in Their College Journey. Retrieved February 2, 2022,
from https://www.theclassroom.com/contextual-factors-
influence-classroom-management-7857038.html
Teacher Comments:
Looks good. Keep flowing. Reference page is incorrect.
Remember the content page and cover page. Remember, the

hard copy should be included also. Thanks.
Gwendolyn Johnson , Feb 16 at 5:47pm
12
Teaching Work Sample Factors 1-3
Angel Winslow
Mississippi Valley State University
Course:
Date Due: November 10, 2021
Contextual Factors
Community, District, and School Factors
Greenville, Mississippi is located in the Mississippi Delta
area. It is well-known for its blues musicians and agriculture.
Here in the city it hosts its annual MS Delta Blues Festival
every year in September. The city of Greenville spans to serve
the Washington County which serves the community of schools
through the Greenville Public School District. The population
of the Greenville Public School District consist of 4, 244
students with a student-teacher ratio of 16-1 serving grades Pre-
K-12th as of May 2020. The racial demographic of the district
make up 95.30% African American, 3.44% White, 1.14%
Hispanic, and 0.11% Asian. Additionally, at Matty Akin
Elementary School it serves grades 1st -5th grade. It also is a
school the work with children of special needs according and
per grade level with specialized teachers.

The community of Greenville, MS along with students, parents
work together each year for students to pass state tests, offer
youth programs for college scholarships, etc. prior to
graduation. Community members, parents and educators
collaborate in ensuring that the quality of education in schools
remains high. However, the atmosphere within the community
is leadership based and family oriented. Local leaders of the
community along with educators and parents all work hand in
hand in highly committing to promote a basic education for
students in the city of Greenville, MS. Differentiated
instructional strategies are utilized to appeal to student’s
learning speed and cultural affiliations.
Classroom Factors
The classroom is a student’s most important learning
environment. However, the buildings within the district has
changed tremendously. Some classrooms have been restored
from paint detail and expanded for larger room space. There
are many resources and materials available, including a vast
library, 2 computers that students can access, a Smart Board,
overhead projector, posters with key vocabulary and concepts,
and a wide variety of manipulatives and center activities.
Parent/Teacher conferences are held regularly, and a folder is
sent home to parents with student work and notes. The extent to
which a classroom’s setting is friendly to each student affects
the degree to which they can acquire and retain knowledge. My
class environment is effective to increase students’ success by
creating an orderly learning condition that enhanced my
learners’ academic skills and competencies. It also improved
their social and emotional development. Indeed, the
environment is also efficacious when it comes to adherence to
three basic principles: emphasis on student expectations for
behavior and learning, promoting active learning and student
involvement, and determining important student behaviors for
success.
One of the ways in which I customized my classroom
environment to improve the teaching process is by establishing

a collaborative learning model. Indeed, I embarked on an
instructional program that was geared towards showing
adequate love, care, and compassion for all student groups, both
slow, and fast learners. In return, they showed it towards others,
thereby translating to the positive learning outcomes. Most
significantly, it serves as the core expected value of education
in the contemporary world. In that connectio n, classrooms must
be kept appealing, inviting, and luring enough to establish a
collaborative learning exchange. These conditions promote total
participation; learner focused approaches, and shared
commitment in promoting learning.
In view of the above, there are various steps that I took to
ensure that students use the learning environment to meet their
educational needs. First, I organized the classroom materials
effectively, made a choice over the rules and procedures, and
managed strategically and efficaciously the work of the
learners. These included utilizing collaborative and cooperative
tools to enhance knowledge retention. I also ensured that the
schooling environment was friendly by commencing with a good
start. Further, I ensured that I empowered the entire teaching
and learning community with efficacious communication skills,
in so doing, I was able to manage efficaciously and in a timely
fashion the challenging behaviors as and when they appeared to
have occurred or even before. This included managing with
priority the special learner groups, who would have otherwise
not learned efficaciously. Part of my role in utilizing the
classroom environment to the students’ favor was to set small
group instructions. Essentially, approximately 15 percent of the
learners required a more behavioral support. This process
included conducting check-ins and check-out procedures to
allow for the efficacious monitoring of students’ behaviors as
well as providing feedback for improvements. More
specifically, I instituted a classroom program that promoted
consultation with colleagues and students in assessing the
potential interventions that are most appropriate and efficacious
for meeting specific learning needs.

Student Characteristics
The students have a variety of learning styles. The classroom
has a predominantly American culture.The process of designing
and implementing lesson plans took into consideration the
students’ characteristics, learning capabilities, and their
competency areas. Many studies that examine the student
characteristics that shape their learning capabilities and
competence often identify numerous perspectives, which
include their cultural backgrounds, demographic characteristics,
such as personal academic, social, or cognitive self that may
shape how and what they learn.
The learner characteristics are also important for instructional
developers as they allow them to establish and sustain tailored
instructions for a target group. It is often anticipated that by
taking into account all the characteristics of each learner, more
efficient, effective, and motivating resources can be utilized to
generate successful outcomes .The personal characteristics that
are related to learners often relate to demographic information
such as age, gender, maturation, language, socioeconomic
factors, and cultural backgrounds. These include the specific
needs of a learner group such as particular skills and disabilities
for and or impairment to learning.
To meet the diverse learning needs of each distinct student
group, I will employ both deep and surface approaches to
delivering instructions. These ideas are particularly related to
the specific experiences of learning but can be extended to a
broadly consistent approach that is commensurate with the
learning tasks that a student is assigned. These approaches are
also effective in heightening student achievement since it
focuses on their understanding as necessary ingredient in
optimizing learning outcomes. When delivering differentiated
instructions, or instance, I focused on different characteristics,
such as their capacity and readiness to focus their attention on a
particular skill, their level of interest in specific pursuits, and
their learning profiles, such as gender, cultural race, and
intelligence levels.

The students were also categorized on the basis of their
prior knowledge or skills, to this end, future learning is a
phenomenon that largely depends on students developing prior
knowledge or ability to complete tasks at certain recommended
levels. Thus, teachers seek to bridge the difference between
what the earners can do without help and the areas that they
desire assistance. It is what Vygotsky regards as the zone of
proximal development. If the level of difficulty of the teaching
is aimed too far beyond the capability or prior knowledge and
skills of a learner, then the process of gathering knowledge may
fail to take place. Nonetheless the more diverse the students in a
learning institution or program, the broader the knowledge and
skill levels that they are likely to bring with them. Indeed, the
lifelong learners or new immigrants who repeat subjects due to
their foreign language qualifications may never be recognized.
As such, they bring specialist or advanced knowledge that can
be drawn on to enrich the learning experience for all student
groups. Similarly, some students may lack the same basic
knowledge as others in a program and will need more help. In
such situations, it is important to design the learning experience
to make it flexible enough to accommodate the students with a
broad range of prior knowledge and skills while ensuring that
the unexposed ones are part of the learning process.
Instructional Implications
Examining the teaching learning factors is pivotal in improving
students’’ academic success in various ways. This effort will be
impactful in facilitating student progress at district, state, and
national levels. To optimize learning outcomes, I will fine-tune
my approach to teaching individualized learning in the specified
subjects. Most specifically, the process takes into account the
educational needs of both slow and quick-learning students by
implementing a differentiated learning approach. The students
are also mentored by ensuring that they work in a supportive
and collaborative condition with their instructor.

Teacher Work Sample (TWS) Binder
Your Teacher Work Sample will contains five teaching
processes identified by research and best practice as
fundamental to improving student learning. Each Teaching
Process is followed by a TWS Standard, the Task, directions,
and a Rubric that defines various levels of performance on the
standard. The Standards and Rubrics will be used to evaluate
your TWS. The directions help you document the extent to
which you have met the standard.
You are required to teach a comprehensive unit. Before you
teach the unit, you will describe contextual factors, identify
learning goals based on your state or district content standards,
create an assessment plan designed to measure student
performance before (pre-assessment), and plan for your
instruction. After you teach the unit, you will analyze student
learning and then reflect and evaluate your teaching as related
to student learning.
TWS Format
1. Complete a cover page that includes:
(a) your name,
(b) date submitted,
(c) grade level taught,
(d) your university,
(e) course number and title.
2. Provide a Table of Contents that lists the sections and
attachments in your TWS document with page numbers. Be sure
to number each page of the entire document.

3. Charts, graphs, and assessment instruments are required
as part of the TWS document. You may also want to provide
other attachments, such as student work. However you should
be very selective and make sure your attachments provide clear,
concise evidence of your performance related to TWS standards
and your students’ learning progress.
4. A suggested page length for your narrative is given at
the end of each component section. You have some flexibility
of length across components, but
the total length of your written narrative (excluding charts,
graphs, attachments and references) should not exceed twenty
(20) word-processed pages, double-spaced in 12 point font, with
1 inch margins.
5. If you referred to another person’s ideas or material in
your narrative, you should cite these in a separate section at the
end of your narrative under References and Credits (not
included in total page length). You may use any standard form
for references; however, the American Psychological
Association (APA) style is a recommended format.
6. In order to insure the anonymity of students in your
class, do not include any student names or identification in any
part of your TWS.
· Assignment 1: Contextual Factors
Due 2/2/2022 @ 12am Central Standard Time
· Assignment 2: Learning Goals
· Assignment 3: Assessment Plan
· Assignment 4: Design for Instruction
· Assignment 5: Reflection and Self Evaluation

Teacher Work Sample
Contextual Factors Assignment
Due: 2/2/2022
TWS Standard
The teacher uses information about the learning-teaching
context and student individual differences to set learning goals
and plan instruction and assessment.
Task
Discuss relevant factors and how they may affect the teaching-
learning process. Include any supports and challenges that
affect instruction and student learning. Be sure to include a
article as a reference related to this. Use APA format and
appropriate references and intext citations.
Directions
In your discussion, include:
· Community, district and school factors. Address geographical
location, community and school population, socio-economic
profile and race/ethnicity. You might also address such things
as stability of community, political climate, community support
for education, and other environmental factors.
· Classroom factors. Address physical features, availability of
technology equipment and resources and the extent of parental

involvement. You might also discuss other relevant factors
such as classroom rules and routines, grouping patterns,
scheduling and classroom management.
· Student characteristics. Address student characteristics you
must consider as you design instruction and assess learning.
Include factors such as age, gender, race/ethnicity, special
needs, achievement/development levels, culture, language,
interests, learning styles/modalities or students’ skill levels. In
your narrative, make sure you address students’ skills and prior
learning that may influence the development of your learning
goals, instruction and assessment.
· Instructional implications. Address how contextual
characteristics of the community, classroom and students have
implications for instructional planning assessment. Include
specific instructional implications for at least two
characteristics and any other factors that will influence how you
plan and implement your unit.
Suggested page Length: 2 full pages along with a reference
page
WKU 9014
Teacher Work Sample
Submitted by:
Kelly Headrick
March 7, 2008
Grade : Kindergarten

Subject : Social Studies
Western Kentucky University
EDU 489
Student Teaching Seminar
I
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Table of Contents
Contextual Factors
.....................................................................3
Learning Goals
............................................................................................. ..
6
Assessment Plan
.......................................................................8
Design for Instruction
............................................................... 13
Instructional Decision Making
.....................................................19
Analysis of Student Learning
......................................................21

Reflection and Self Evaluation
....................................................25
References ...........................................................................
28
Appendices .........................................................................29
A. Unit Pretest/Posttest
B. Pr etes r oS teSt Ai-,s i%ve ► Key
C. Student Score Summary: Pretest
D. Student Score Summary: Posttest
E. Samples of Formative Assessment for Student N
F. Samples of Formative Assessni." , for Student S
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Contextual Factors
Knowledge of Community , District , and School Factors : This
Title I elementary
school is located in the County School District. Although the
town is growing,
with a population of around 14,000, the area still remains very
rural. The school has the
largest enrollment in the district, with over 700 students. From

preschool to sixth grade,
the school maintains a goal that all students can learn at high
levels and that all students
can read at or about grade level. The school is predominantly
Caucasian, with a few
students who are African American, Chinese, Japanese,
Mexican, or biracial. There are a
variety of socioeconomic classes represented, with services
such as free/reduced lunch
and an excellent family/resource center. There are structured
procedures for everything
from behavior in the hallway, restrooms, and cafeteria, to a
voice level rubric. The
school is lucky to have an iY:mrnense number of parent
volunteers, as well as an active
Parent Teacher Organization and several community business
partners.
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Kii0wge oY Classroo 'K Z C i ris. f iieie ai'c niaily iactorrs that
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classroom student-friendly and a great place to learn. There are
many resources and
materials available, including a vast library, 2 computers that
students can access, a Smart

Board, overhead projector, posters with key vocabulary and
concepts, and a wide variety
of manipulatives and center activities. There are reading and
math blocks that are ability-
grouped before lunch, and the rest of the day is spent with
students in their homeroom
conducting literature focus activities, social studies and sci ence
connections, and special
classes. Students are seated at tables of six, and schoolwide
discipline procedures apply.
Parent/Teacher conferences are held regularly and a folder is
sent home nightly to parents
e,u^with student ^iork and notes and Y epo rts c f behavv io .
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Knowledge of Student Characteristics . Based on Thoughtful
Education, the students
have a variety of learning styles. The majority of students, 13,
are Mastery learners,
which means they prefer structured and organized instruction
and activities. 4 students
are Understanding, 4 students are Interpersonal, and 2 are Self-
Expressive learners. The

students are all 5-6 years old, and there are 12 males and II
females. They are
predominantly Caucasian, with one student who is Mexican-
American and one who is
Biracial. The classroom has a predominantly American culture,
with one migrant family,
and almost half of the students have parents who are divorced or
remarried. All students
are proficient English speakers; I student speaks English as his
second language but he is
very proficient. There are 2 students with IEP's who have been
identified for special
education services. 4 students attend speech therapy, and 2
students attend Lit Lab
because of low reading skills. The students are very interested
in sports, love to work on
the computers, and enjoy working in centers and hands-on
activities. 75% of the
i assiooiii is considered aveiagelull glade level, while I5 /o ai'c
above average. and 1 3%
are below. The students are considered developing readers. In
regard to background
knowledge and prior learning, the students are limited on
knowledge about the presidents.

They have discussed some historical figures briefly, but have
not concentrated on
Lincoln, Washington, or other noted presidents. They have an
idea who the president is,
but they do not understand the role the president plays or what
the title really means.
They have discussed some of the presidents briefly, as they
have learned about money,
but the majority of the information I teach will be new.
Instructional Implications : All of the before mentioned factors
will play a vital role in
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4
WKU 9014
school , as well as this class , provide the framework for
establishing a maintained
classroom environment while I am teaching. It will be important
for me to be familiar
with and utilize the same rules that the students are accustomed
to. The wide variety of
resources will prove to be helpful in facilitating student

learning while i am teaching.
In a lot of ways , this class is typical of that of most
Kindergarten classes. These
students are very energetic and social. As a result , it will be
important for me to make
sure that all of my lessons are engaging and keep them actively
involved . I will also need
to provide an abundance of hands -on learning experiences ,
which will provide additional
practice in still-developing fine motor skills, as well as many
visual aids . Another factor
to consider is that most of the students are Mastery learners.
This means that I must
make sure that instruction and processes are clear and
structured, and that I provide step-
by-step directions.
Furthermore . I must also consider my students ' developmental
levels. As a
w,vhole, the group is still developing as readers; thus, my
assessments and activities must-
not involve long written activities as these skills are still
progressing . Instead, I will
provide opportunities for students to show or explain what they
have learned . I will also

need to make accommodations for my two students with IEP 's;
I may need to provide
extra assistance for these students , including additional time,
support , or readers /scribes.
Since the concept of presidents is relatively new to students, it
will be my responsibility
to provide the foundation of this material . I will reinforce these
concepts by connecting it
to information students have already covered , such as money ,
and the presidents that
appear on the currency they are so familiar with.
5
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Learning Goals
Learning Goal 1: The student will describe various leaders of
our country and
interpret their historical significance.
Program of Studies- SS-P-HP-U-3: Students will understand
that history has been
impacted by significant individuals and groups.

LGI aligns with this standard because the students will become
knowledgeable about
important presidents of our country. These presidents were
important leaders and
founders of our country, and thus have greatly impacted our
nation's history.
Level of Bloom- Analysis: LG1 fits this level and is appropriate
because it requires
students to analyze the accomplishments of our national leaders
in order to interpret their
historical significance.
Appropriateness of Goal: This goal is appropriate for my
students because it will provide
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knowledge will serve as the basis for later concepts, such as
their relation to major events
that shaped our country. This goal will provide opportunities for
hands-on learning,
which is vital to this age group. It will also allow students to be
appropriately challenged.
Learning Goal 2: The student will explain the historical
significance of holidays
such as Presidents ' Day and evaluate why these celebrations are
observed today.
Program of Studies- SS-P-HP-S-3: Students will investigate the
significance of patriotic
symbols, patriotic songs, patriotic holidays and landmarks (e.g.,
the flag of the United
States, the song "My Country, "A' is of Thee," the Fourth of
July, Veterans' Day, the
Statue of Liberty).
v
WKU 9014
LG2 aligns with this standard because the students will become
knowledgeable about the
patriotic holiday of Presidents' Day. Through learning about

this holiday, its history,
why it exists, and why it is still observed today, the students
will have a grasp on the
different leaders who helped to found our country. Once they
learn the background
behind the holiday, the will be able to evaluate why it is
important.
Level of Bloom- Evaluating: LG2 fits this level and is
appropriate because it requires
students to learn the background of the holiday of Presidents'
Day and justify why it is
still important to our country today.
them with a foundation of important presidents and historical
figures, as well as the
background of a holiday that we all observe. This goal will
provide opportunities for
hands-on learning, which is vital to this age group. It will also
allow students to be
appropriately challenged.
Leaiariag Goal J+: The studelli will ewal late like hisior -ieai
signnifle" ice of fka doflati

symbols, monuments , and landmarks
Core Content- SS-EP-5.2.1: Students will identify significant
patriotic and historical
songs, symbols, monuments/landmarks (e.g., The Star Spangled
Banner, the
Underground Railroad, the Statue of Liberty) and patriotic
holidays (e.g., Veterans' Day,
Martin Luther King's birthday, Fourth of July) and explain their
historical significance.
LG3 aligns with this standard because the students must be able
to identify important
national symbols and what they represent in order to evaluate
their significance to our
nation's history.
WKU 9014
Level of Bloom - Evaluating: LG3 fits this level and is
appropriate because it requires
students to not only be able to identify various national
symbols, monuments, and
landmarks, but to also understand what they represent and the
story they tell. This
understanding will be the basis for evaluating why these

symbols have historical
significance.
fundamental knowledge concerning important and historically
significant national
symbols . This goal too appropriately challenges students , and
provides opportunities for
use of technology and hands-on activities.
Overview:
Learning Goal Assessments Format of
Assessments
Adaptations
Learning Goal 1: Pre-Assessment Pretest: Individual Pretest:
The student will oral assessment O Each test given
describe various Questions: i, 2, 3, S, individually to
leaders of our 9, 10, 14 students.
country and 0 Test questions
interpret their are read orally
historical to students and a
significance. scribe is
provided to
accommodate
developing
reading and
writing skills

and the two
students with
IEP's.
Formative Tools: Writing Formative
Assessment prompt with rubric, . Level of
handouts, checklist, Support:
anecdotal notes Students with
Criteria: Students IEP's may need
write about what ^ additional
WKU 9014
they would do if personal
they were president, assistance on
complete a Lincoln activities, such
handout where they as readers or
circle the picture scribes.
that represents a fact • Time: Students
about him, put with IEP's may
events of his life in need additional
order, construct time to complete
Lincoln's log cabin, assignments.
Washington handout • Input: Many
(put an X on facts visual, engaging
about him), activities, as
construct well as hands-on
Washington's hat, learning
Comparison (hold opportunites.
up puppet of
president that
corresponds with
fact read);

(anecdotal
notes/checklist).
Post Assessnieiit Post Test: Post Test: (See
(Summative) Individual oral above adaptations
assessment for pretest)
Questions: 1, 2, 3, 8,
9, 10, i4
Learning Goal Assessments Format of Adaptations
Assessments
The student will i oral assessment • Each test given
explain the Questions: 5, 6, 7 individually to
historical students.
significance of • Test questions
holidays such as are read orally
Presidents' Day and to students and a
evaluate why these scribe -is
celebrations are provided t:,
observed today. accommodate
developing
reading and
writing skills
and the two
I I I students with
IEP's.
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Formative Tools: Writing Formative:
Assessment Prompt and scoring • Level of
rubric Support:
Criteria: The student Students with
describes when IEP's may need
Presidents' Day is additional
and why it is personal
celebrated. assistance on
activities, such
as readers or
scribes.
• Time: Students
with IEP's may
need additional
time to complete
assignments.
® Input: Clear
instructions and
processes given
to accommodate
Mastery
learners.
Post Assessment Post Test: Post Test: (See
(Summative) Individual oral above adaptations
assessment for pretest)
Questions: 5, 6, 7
Learning Goal Assessments Format of Adaptations
Assessments

The student will oral assessment • Each test given
evaluate the Questions: 4, 1 1, 12, individually to
historical 13 students.
significance of o Test questions
national symbols, are read orally
monuments, and to students and a
landmarks. scribe is
provided to
accommodate
developing
reading and
writing skills
and the two
students with
IEP's.
4 V ximL1 W / l Vrli. . lvi L. 1 Oflila^J VC.
Assessment l Rushmore 1 e Level of
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Post Assessment
(Sulmmati v c)
presidents handout,
presidential coins
handout, Puzzle
Pieces handout
(identification of

national landmarks
and symbols).
Criteria: The
students recognize
the four presidents
on Mt. Rushmore
and key information
about each, as well
as the presidents
who are on major
currency, and
national symbols
and landmarks of
our country.
Post Test:
ii,uivluual via,
assessment
Questions: 4, 11, 12,
13
Support:
Students with
IEP's may need
additional
personal
assistance on
activities, such
as readers or
scribes.
e Time: Students
with IEP's may
need additional
time to complete

assignments.
® Input: Clear
instructions and
processes given
to accommodate
Mastery
learners. Many
visual, engaging
activities, as
well as hands-on
learning
opportunites.
Post Test: (See
above adaptations
for pretest)
(See Appendix A for Pre/Posttest Assessment) (See Appendix B
for Answer Key)
In order to measure student growth and progress, the pretest and
posttest were
exactly the same. The tests were given orally to students
individually, with the teacher
recording student responses. Questions 1, 2, 3, 8, 9, 10, and 14
align with learning goal
1; there are more questions that represented this goal as a result
of its broadness.
Questions 5, 6, and 7 aligned with learning goal 2, and
questions 4, 11, 12, and 14

correspond with learning goal 3. There were a variety of types
of questions on both the
pretest and posttest. Questions 2 and 3 were selected response,
in the form of multiple
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choice, asking students how a president is chosen and who can
become a president.
Questions 8-10 and question 13 were selected response, in the
form of matching, asking
students to match the presidents' names with the coins they are
on, and to match the Mt.
Rushmore presidents' names with their pictures. There were also
7 constructed response
questions. Number I asks students to describe what a presidents
is and what they do,
while number 4 asks students how many stars and stripes are on
the flag. Questions 5, 6,
and 7 ask students to describe when Presidents' Day is, why it is
celebrated, and whose
February birthdays the holiday is based on. Questions 11 and 12
relate to identifying the

White House and the Statue of Liberty, as well as their
locations. Question 14 is a
Performance Question, which requires students to compare and
contrast Washington and
Lincoln. A 3x4 rubric was utilized for scoring the performance
question.
There are a total of 14 points on the pre- and post-assessments.
Each question has
the value of one point, regardless of its structure or number of
parts. There were 7 points
ref fecling LG i, 3 points for LG2, and 4 points for LG3. In
order for the students to nmeei
mastery for the overall test, they must score 11 points out of the
possible 14, or 78.57%.
Mastery criteria for LG 1 is 6 out of 7 (85.7%); mastery for
LG2 is 2 out of 3 (66.7%);
and mastery for LG3 is 3 out of 4 (75.0%).
A variety of assessment modes and methods will be
incorporated into formative
assessments. Each day of the eight-day unit will consist of a
new topic or concept; even
though concepts will build upon one another, it will be
important to frequently
formatively assess student progress before moving on to new

material. I plan on using
handouts that require students to recognize examples from
nonexamples. As this is a
Kindei:gar ten class, a lot of assessment will be conducted on
are individual basis, and
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there will be many opportunities to assess by observations ,
checklists , or anecdotal notes.
There will be independent and whole class activities that will be
assessed , and additional
assistance and reinforcement may need to be provided before
moving on . A review will
be given prior to the posttest and any misconceptions will be
clarified.
Design for Instruction
There were 21 students that took the pre-assessment. None of
these students met
the criteria for mastery . The highest grade on the pretest was 8
out of 14. The overall
class average was 2 . 9 out of the possible 14 points, or 21%. 6
students scored I out of

14, which was the lowest score . There were several students
who scored 2's, 3's , or 4's,
and one student who scored a 7. Only one student achieved
mastery for LG 1, and the
average score for this goal was 2.4 out of 7 points, or 34 %.
None of the students reached
mastery for LG2 or LG3 . The average score for LG2 was 0.24
out of 3 possible points,
or 8%, and the average score for LG3 was 0 . 38 out of 4
possible points , or 9.5%.
The results of Elie pretesi led to several conclusions. The
students clearly do not
have a deep understanding of the concepts on the pretest , thus
in-depth instruction will be
needed concerning all three learning goals. The unit will cover
eight days, with a new
concept being introduced each day, while building on
previously learned material. The
students collectively scored best on LG I questions ; however
34% is far from mastery.
They majority of the instruction , as reflected on the pre-
assessment , will focus on LG1
because it is more broad than the other two goals . One child
did reach mastery for this

goal, so concepts will be enhanced and new material will be
covered to accommodate this
student.
(See Appendix C foi l detailed spveadsheet of student results on
pretest.)
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Overview:
Day Lesson Title Instructional Addressed Assessments
Strategies/Activities Learning
Goal
Day 1 What is *Presidents' Day Learning Writing Prompt (with
Presidents' introductory video Goal 2 scoring rubric): When
Day? from United is Presidents' Day?
Streaming Why do we celebrate
* Whole-group it?
discussion: why and
when is it
celebrated?
Day 2 What is a *Introduction: Read- Learning Classroom
President? aloud Teacher for Goal 1 observations (during
President discussion and

*Complete "What is completion of concept
a President?" map).
concept map as Writing Prompt (with
whole group, scoring rubric): If I
including roles and Were President I
responsibilities. Would...
* Whole-group
discussion of how a
president is elected.
*Ice cream election:
the class votes for
their favorite kind of
ice cream to
demonstrate the
election process.
Day 3 Abraham *Introduction: Read- Learning *"Young
Abraham"
Lincoln aloud Just Like Goal 1 handout (students are
Abraham Lincoln read various facts and
and A Picture Book must circle ones that
ofAbraham Lincoln. apply to Lincoln).
*Whole-group *-Sequencing handout
discussion about key (students cut out
points in his life maior events in his
history and life and must put them
accomplishments. in order).
*"Do You Know *Construct a model of
Who's On the Lincoln's log cabin
Penny?" song. (using popsicle sticks
*Guest Speaker I on construction paper)
(dressed as Lincoln. j .,. ^`d _ ;acts thai
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presented his story they have learned.
to entire
Kindergarten).
Day 4 George *Introduction : Read - Learning *Construct a
mini-
Washington aloud A Picture Goal I book of George
Book of George Washington (with key
Washington . facts about him).
*Whole-group * Handout (students
discussion of life place an X on pictures
history and that show things that
accomplishments . pertained to him).
*"Do You Know *Construct his "3-
Who's on the corner hat" (when hat
Quarter?" song . is complete , they must
tell something they
learned about
Washington in order
to wear it).
Day 5 Comparing * Review of facts Learning * Handout (list of
and about Washington Goal I facts , students color
Contrasting and Lincoln ' s lives . whether it represents
Washington * Complete Venn Lincoln , Washington,
and Lincoln Diagram pocket or both).
chart as whole-group * Each student
(facts written on constructs puppets of

sentence strips). Washington and
Lincoln
(observation/anecdotal
notes ). Asa fact is
read , they must raise
the puppet that
corresponds with it
(may be Lincoln,
Washington, both, or
neither).
* Students may sort
the sentence strips
into the appropriate
pockets on the Vern
Diagram chart for
additional
reinforcement.
Day 6 Mount * Introduction : Learning * Observation and
Rushmore Mount Rushmore Goal 3 anecdotal notes during
video from United (also discussion.
L Streaming. Learning *Handout (A fact
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* Whole-class
discussion of history
of the monument , its
scale , and how it
was constructed .

*Reading from The
Mount Rushmore
Presidents big book
from Core
Knowledge.
*Introduction of the
4 presidents on the
monument.
Goal 1) about a president is
read and the student
must identify the
president by placing a
corresponding number
by it).
Day 7 A Deeper * Introduction : Read- Learning * Handout:
Look at aloud Thomas Goal 3 (also Presidential coins
Theodore Jefferson and Learning (students identify
Roosevelt Theodore Roosevelt . Goal 1). which presidents are
and Thomas * Whole-class shown on common
Jefferson discussion about life coins).
history , interesting * Roleplay (anecdotal
facts , and notes/observations):
accomplishments , Students come up and
including the legend say a fact they learned
of the teddy bear . about either Roosevelt
or Jefferson (from
their point -of-view),
and the rest of the
class must decide
which one it
corresponds with.

Day 8 Symbols of *Flag video clip Learning * Handout:
Pictures of
our Country from United Goal 3 the flag, the White
Streaming . House , the Statue of
*Statue of Liberty Liberty , and Mount
clip from United Rushmore are given.
streaming . The students must
*Discussion of identify the
history and monuments/symbols
significance . and color them
*Tour the White accurately and
House (show realistically.
pictures of White
House , including
those from personal
I I trip.) Discussion of ( I I
what living in the
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White House would
entail.
Activity One:
One activity that demonstrated a variety of instructional
strategies/techniques
occurs on Day 2, in the lesson over what exactly a president is.
These activities were

chosen because the unit will cover a number of important
presidents who have impacted
our nation's history. In order for students to understand the
significance of these
presidents, they must first understand what a president is,
including their roles and
responsibilities, and based on the results of their pre-
assessments, the students have very
little understanding in this area . This set of activities correlates
with LG 1. The book
Teacher for President will be read aloud, in which a student
explains to a news station
why they feel their teacher would make a great president,
because of the roles she fills
and the qualities she possesses. Based on the information from
the book as well as
additional tactors, the students will complete a concept chart
entitled "What is a
President?" as a whole-group. Then, the students will learn
about how a president is
elected by the people of the United States who vote, and a mock
election will be held,
voting for the class's favorite kind of ice cream. This will model
a simplified version of

the election process for the students. Finally, students will be
assessed by completing the
writing prompt "If I were president, I would..." Students must
consider actual roles and
responsibilities the president has when responding; and their
answers will show whether
they truly grasp what the president does.
Activity Two:
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Another activity designed involves students comparing and
contrasting Abraham
Lincoln and George Washington. Based on their pretests, the
students have little
background knowledge about these two presidents, but it is very
limited. The also have
not looked at similarities and differences between the two.
These activities relate to LGI
as well, and provide a variety of hands-on activities for
students. This lesson would
begin with review of important facts about the two presidents.

Then, as a whole-group
the students would complete a Venn Diagram pocket chart. As
the students present an
idea or fact, I will write it on a sentence strip and we will place
it in the appropriate
column of the diagram. Then, students would complete a
handout, in which a fact is read
and they must color to signify if it corresponds with Lincoln,
Washington, or both.
Finally, additional assessment would be provided as students
would construct a puppet of
Lincoln and Washington. When a fact is read, they must hold up
the puppet that
corresponds; it may be about Washington, Lincoln, both, or
neither. Anecdotal notes and
observations would rye utiiized. To provide additionai
reinforcement, the students might
go to the Venn Diagram pocket chart as a center, and sort all of
the sentence strip facts
into the appropriate column.
Activity Three:
A third activity that will be used, which correlates with LG3,
occurs on Day 6 of

the lesson, which covers Mount Rushmore. Based on the pretest,
the students have no
prior knowledge on this subject. The lesson would begin with a
video clip from United
Streaming. This clip was chosen because it really shows the
construction process of the
monument, as well as its scale. There is even one portion that
shows one of the workers
scaling down one of the sculptures' noses. A whole-group
discussion will be conducted
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to review the history of the monument, as well as how it was
constructed and why. We
will discuss how all of this hard work was done to honor these
presidents, and what
exactly this means . Next, a big book about Mount Rushmore
will be read, which gives
an overview of the four presidents who appear on it. This is
great review of Lincoln and
Washington, and an introduction is provided of Roosevelt and
Jefferson, who will be

covered more in depth on the following day. The students will
be assessed by
observation and anecdotal notes during discussion. They will
also be assessed by
completing a handout, which has pictures of the four presidents
on Mount Rushmore. I
will read a few facts about a president and identify their name,
then the students will
write the number I give them for that president beside their
picture.
Technology will be greatly utilized for planning and
implementing this unit. First
of all, i will use the Internet to research concepts that will be
taught and find materials to
be used during instruction. I will also incorporate video clips
into instruction; these tools
can demonstrate some concepts (such as the scale of
monuments) visually. The videos
will be shown using a projector onto the Smart Board. The
Smart Board will also be used
to show pictures of presidents, symbols, or landmarks.
Instructional Decision Makin
There are many times during teaching where one must alter their
original plans to

meet the learning needs of ail students. The first instructional
decision occurred during
Day 2 over what a president is. We were briefly discussing hov-
1 our president is chosen,
how the people of the United States vote for and elect the
president. We had a classroom
election over the group's favorite kind of ice cream to model the
process, and most of the
students seemed to be grasping the concept. However, at the end
of our discussion, one
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student raised her hand and said, "I thought the president was
picked by those little rooms
our mommies and daddies go in." I asked her what she meant,
and she said, "You know,
those little rooms our parents go in to pick the president." The
other students nodded
their heads, and signaled that they, too, knew about these "little
rooms." I realized that
she was talking about voting booths, and that even though I had
explained that the

president was elected by votes, I had not explained the process
of voting. We then had a
class discussion about how to vote, and who is eligible to vote.
It is easy to assume that
our students have mastered some of these abstract concepts, but
in this case, there was
confusion between how going in that "little room" meant that
you had voted. Just as we
had put our heads down on our desks and secretly voted for our
favorite ice cream, adults
vote privately as well in these booths. I explained to students
that this would ensure that
everyone could vote for whom they truly thought was right for
the job. After our
discussion, the students fully understood this concept.
I'he second instructional decision made occurred on Day 5,
when comparing and
contrasting Abraham Lincoln and George Washington. We were
working on completing
the Venn Diagram pocket chart, and I was calling on students to
explain a fact that they
had learned and tell where it went on the chart. One student that
I called on said,

"Washington and Lincoln were friends." I asked the students,
"Did Washington and
Lincoln live at the same time ' F to which they answered in
unison , "Yes!- I realized that
this Concept had not been thoroughly explainer) during niter
lessons on the two presidents.
The students' ideas of "long ago" all fell into the same time
period, and they thought that
Lincoln and Washington had lived at the same time. I explained
to students that this was
not so; Lincoln was president several years after Washington
had died, and although he
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greatly looked up to and admired Washington, the two had
never met and therefore could
not have been friends. The students' misconceptions were
cleared up after that. A few
days earlier, when we had our Lincoln guest speaker, one of the
students had asked,
"Why didn't you bring Washington with you?" At the time, I
hadn't realized this was

such a misconception the whole class possessed, but after our
discussion, it was cleared
up.
Analysis of Learning
After completing both the pre- and post-assessments, several
conclusions could be
drawn concerning student progress. Graph A (below) shows the
results for the pretest
and posttest for the whole group, which consisted of 21
students.
Whole Group Results
Number of
Correct
Responses
I
A B C D E F G H I J K L M N O P Q R S T U
Student Number
A
n Pretest
n Posttest
(See Appendix C and D for detailed spreadsheet of student
scores on pretest and

posttest.)
None of the students reached mastery on the pretest; however,
on the posttest 19 students
met mastery, or 90% of the whole group. Two of the students
(Students H and S) did not
meet mastery, or 10% of the class. All students except one
showed significant growth on
the posttest. The average student score for the pretest was a 2.9
out of the possible 14
points, or 21 %. The average student score for the posttest was
11.52 out of 14 points, or
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82%. This means that the students scored an average of 8.62
points higher on the
posttest, or improved by 61%. There were only 58 correct
responses out of the possible
294 on the pretest, while on the posttest there were 242. The
range of the pretest (the
highest score of 8 minus the lowest score of a 0) was 8. The
range of the posttest (14-5)
was 9.

Graph B (below) shows whole group results for the pretest and
posttest for LG 1.
Whole Group- LG1
6
5
Number of 4
Correct
Responses
IIIIIIIIIII
3
2
1
A B C D E F G H I 1 K L M N O P Q R S T U
Student
B
n Pretest
n Posttest
Only one student reached mastery of LG 1 on the pretest;
however, on the posttest 17
students, or 81% of the whole group, met mastery. All of the
students made progress on

this goal. The average student score for LG1 on the pretest was
2.19 out of 7 points, or
31 %. The average student score for LG 1 on the posttest was
6.29, or 90%. This means
that the students scored an average of 4.1 points higher on the
posttest, or improved by
58.6%.
Graph C (below) shows whole group results for the pretest and
posttest for LG2.
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Whole Group- LG2
3
Number of
Correct
Responses
2
1
0
A B C D E F G H I J K L M N O P Q R S T U

Student
C
n Pretest
n Posttest
None of the students reached mastery on the pretest for LG2;
students, or 95.2%, met mastery. All of the students made
progress on this goal. The
average student score for LG2 on the pretest was 0.24 out of 3
points, or 0.08%. The
average student score for LG2 on the posttest was 2.67, or 89%.
This means that the
students scored an average of 2.43 points higher on the posttest,
or improved by 81 %.
Graph D (below) shows whole group results for the pretest and
posttest for LG3.
Whole Group- LG3
4
3
Number of
Correct 2
Responses

I
1
0
A B C D E F G H I J K L M N 0 P Q R S T U
Students
D
n Pretest
n Posttest
None of the students reached mastery on the pretest for LG3;
students, or 66.67%, met mastery. All of the students made
progress on this goal. The
average student score for LG3 on the pretest was 0.33 out of 4
points, or 0.08%. The
average student score for LG3 on the posttest was 2.57, or
64.3%. This means that the
students scored an average of 2.24 points higher on the posttest,
or improved by 56%.
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Students who had attended educational preschool were selected
as a subgroup.
These students were chosen because the background knowledge
they attained from
preschool might have a significant effect on their performance .
Graph E (below) shows
subgroup results for the pretest and posttest for LG 1.
Subgroup- LG1
Number of
Correct
Responses
E
n Pretest
n Posttest
B I K M Q T
Students
The students in the subgroup had greatly varying scores on the
pretest, ranging from a 1
to a 6. Only one student met mastery for this goal on the
pretest; however, 5 of the 6
students, or 83.3%, in the subgroup met mastery for LGI on the

posttest. All of the
students who had attended preschool made significant progress
on this goal. The average
score for the subgroup for LG 1 on the pretest was 2.83 out of
7, or 40.4%, while on the
posttest it was 6.5, or 92.9%. This means that the subgroup
students scored an average of
3.67 points, or 52.4%, higher on this goal on the posttest.
Compared with the whole
group, students in the subgroup scored slightly higher on the
pretest and posttest;
however, their growth on this goal increased by a slightly lower
amount.
Students N and S were chosen to individually evaluate because
they represent two
levels of performance, high and low. It is important to
understand the learning of these
particular students because they represent how in a classroom
you have students on
multiple levels; sometimes even, as in this case, from one
extreme to the other.
24

WKU 9014
Regardless of their "level," teachers are responsible for meeting
the needs of all students
and teaching them important content.
On the pretest, Student N scored 4 out of 14, or a 28.8%;
however, on the posttest
she scored 14 out of 14, or 100%. She did not master any of the
learning goals on the
pretest, but mastered all 3 on the posttest. Her score improved
by 10 points, or 71.2%.
Student S scored a I out of 14 on the pretest, or 7.1 %, and 8 out
of 14 on the posttest, or
57%. He too did not master any of the learning goals on the
pretest, but mastered LG2 on
the posttest. His score improved by 7 points, or 50%. Although
both students showed
progress with this new material, their scores are very different.
Student N is a high-
achieving student, while Student S often struggles. He is in
special education classes for
a large part of the day, and lessons in this unit were designed to
be especially engaging to
help keep his attention.

During formative assessments , Student N was almost always on
track and greatly
participated in classroom discussion. Student S would
frequently be off task, and his
attention would have to be regained. Also, instructions would
have to be repeated for
Student S, and often he would have to redo assignments because
he would rush through
them simply trying to get finished, even though he knew a lot of
the material.
(See Appendix D for samples of Student N's work)
(See Appendix E for samples of Student S ' s work)
Reflection and Se if-Evaiuation
The learning goal where my students were most successful was
LG2. 95.2% of
the whole group met mastery criteria for this goal, significant
growth considering none of
them tnact.prP # thic ^1 nn tk► ^ ,rPte" Thv efimrientc i r,^
nrn.rPr^_ their scores fnr th_ic goal
25
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by an average of 81%. The students had no prior knowledge on
these concepts, including
the historical significance of Presidents' Day. Their growth may
have been a result of
engaging activities incorporated into this lesson, such as a video
clip from United
Streaming, as well as the use of scaffolding. The remainder of
the unit somewhat built
upon this goal.
The learning goal where students were least successful was
LG3. 66.67% of the
students met mastery for this goal on the posttest, which was
significant growth since
none of them mastered it on the posttest. The students improved
their performance in this
goal by an average of 56%, but this was the lowest percent
increase among the goals.
This may have been a result of not having as many hands-on,
extending activities, as well
as not going quite as in depth with this content. In the future, to
improve student
performance, I would spend more time on this goal, perhaps
extending my unit for
another day or so. We really just got to focus on identifying key

symbols and
monuments and their historical significance. I think that if we
spent more time on them
individually and had more hands-on experiences, the students
would get a more in-depth
understanding and retain more of the information.
Throughout the process of completing this unit, I learned many
valuable lessons.
This was great practice in building and developing assessments
that are appropriate for
all students. Authentically assessing students is vital to student
success and decision-
making, and 1 would like to continue to improve in this area.
Aiso, New Teacher
Standards II and III (Creates/Maintains Learning Environment
and Implements/Manages
Instruction) are two professional areas in which I would like to
continue to grow in order
to imnrnve my gb0ity to fa104 t ztiidF; nt Iear!in° 06gf-mratinn
of my rnnn erp-tinv
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teacher and other experienced teachers would be a great activity
for improving my
performance in these areas, providing me with effective
strategies that I can take to my
own classroom someday. Another activity that would be
beneficial would be to attend
professional development in these areas. This would give me
professional advice on how
to effectively achieve these standards, and it would build my
professional resume.
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References
Adler, A. (1989). A picture book of Abraham Lincoln. New
York: Scholastic.
Adler, A. (1989). A picture book of George Washington. New
York: Scholastic.
Emerson, J. (2004). Theodore Roosevelt. Mankato, MN:
Capstone Press.
National Parks: Mount Rushmore. Discovery Channel School
(2005). Retrieved February

3, 2008, from unitedstreaming:
http://streaming.discoveryeducation.com.
Ribke, S. (2003). Thomas Jefferson. New York: Children's
Press.
U. S. Celebrations. 100% Educational Videos (1998). Retrieved
February 3, 2008, from
unitedstreaming : http://streaming . discoveryeducati on. corn.
U.S. Symbols. 100% Educational Videos (1998). Retrieved
February 3, 2008, from
unitedstreaming: http://streaming .discoveryeducation.com.
Waber, B. (1964). Just like Abraham Lincoln. New York:
Scholastic.
Winters, K. (2004). My teacher for president. New York:
Scholastic.
28
Presidents Learning Inventory (Appendix A)
Name
Date
1. What is a president ? What do they do?
Multiple Choice
2. How is a president chosen?

A. It is based on the family they are born in to.
B. They are elected by the people of the United States.
C. One president picks the next one to replace him/her.
3. Who can be a president?
A. Only men
B. Only white men
C. Anyone-- even you!
4. How many stripes are on the flag? How many stars?
5. Whe n is Presidents' Day?
6. Why do we celebrate Presidents' Day?
7. Whose February birthdays are the holiday based on?
Matching
Match the coin with the president that appears on it.
10.
A. George Washington
B. Abraham Lincoln
C. Thomas Jefferson
It This is a picture of the house where the president
lives. What is it called? What city is it located in?
12'. What is this monument called?

13. Match the Mount Rushmore president with their
picture.
Jefferson
Roosevelt
Lincoln
Washington
Perf ormance Question
14. a. Name 2 facts about Abraham Lincoln.
b. Name 2 facts about George Washington.
c. Tell 2 things Lincoln and Washington had in common.
Scorina Rubric
Criteria 1 2 3 4
a. Name 2 The student The student The student The student
facts about identifies identifies I identifies 2 identifies 2
Abraham unique fact unique fact unique facts unique facts
Lincoln. about Lincoln. about about about
Lincoln. Lincoln. Lincoln.
b. Name 2 The student The student The student The student
facts about identif ies 1 identifies 1 identifies 2 identifies 2
George unique fact unique fact unique facts unique facts
Washington. about about about about
Washington. Washington. Washington. Washington.
c. Tell 2 The student The student The student The student

things that does not describes 1 describes I describes 2
Washington provide thing that thing that things in
and Lincoln similarities Lincoln and Lincoln and which Lincoln
had in between the Washington Washington and
common. two presidents, had in had in Washington
or they provide common, common. had in
similarities, but common.
no unique
1 b^ Y1J^i _rkl' h X1'4;8 i 1_6.x.
Presidents Learning Inventory- (Appendix B)
Name
Date
1. What is a president? What do they do?
t V^ eo'l'm^ ^d i s
find jobs, help our country during emergencies, make friends
with afheG~
Multiple Choice
A. Only men
B. Only white men
4. How many stripes are on the f lag? How many stars?

5. When is Presidents' Day?
w e re Special.
r Ldk t.Aituw L.6k ,vlkk ^J
Matching
11. This is a picture of the house where the president
lives. What is it called ? What city is it located in?
>.c-se.
12. What is this monument called?--: .^Yue ^f L iberty
picture.
Jefferson
Roosevel
Lincoln
Washington
Performance Question

Scorina Rubric
Criteria 1 2 3 4
facts about identifies I identifies I identifies 2 identifies 2
Lincoln . about Lincoln . about about about
Lincoln. Lincoln . Lincoln.
facts about identifies 1 identifies 1 identifies 2 identifies 2
Washington . about about about about
Washin gton . Washin gton. Washin gton. Washin gton.
things that does not describes 1 describes I describes 2
common . two presidents , had in had in Washington
or they provide common . common. had in
similarities , but common.
no unique
I I I I

Pretest Spreadsheet Annendix C
Student 1 2 3 4 5 6 7 8 9 10 11 12 13 14 Total (T 1 G2 G3
A 0 0 1 0 0 0 0 0 0 0 0 0 0 0 1/14 1/7 0/3 0/4
B 0 0 1 0 0 0 0 1 0 0 0 0 0 0 2/14 2/7 0/3 0/4
C 0 0 0 0 0 0 0 1 0 0 0 0 0 0 1/14 1 /7 0/3 0/4
D 0 0 1 0 0 0 0 0 0 0 0 0 0 0 1/14 1 /7 0/3 0/4
E 0 0 1 0 0 1 0 0 0 0 0 0 0 0 2/14 1'7 0/3 0/4
F 0 0 0 0 0 0 0 1 1 1 0 0 0 0 3/14 _,i'7 0/3 0/4
G 0 0 1 0 0 0 0 0 0 0 0 0 0 0 1/14 1/7 0/3 0/4
H 0 1 0 0 0 0 0 1 0 0 0 0 0 0 2/14 2/7 0/3 0/4
1 0 0 1 0 0 0 0 0 0 0 0 1 0 0 2/14 1 /7 0/3 1 /4
J 0 0 1 0 0 0 0 1 0 0 1 0 0 1 4/14 3/7 0/3 1 /4
K 0 1 0 0 0 0 0 1 1 1 0 0 0 0 4/14 4/7 0/3 0/4
L 0 0 1 0 0 0 0 1 1 1 0 0 0 0 4/14 4/7 0/3 0/4
M 0 1 0 0 0 1 0 1 0 0 0 0 1 0 4/14 2/7 1/3 1/4
N 0 1 1 0 0 1 0 0 0 0 0 1 0 0 4/14 2/7 1/3 1/4
0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 1/14 1/7 0/3 0
P 0 0 1 0 0 0 0 0 0 1 0 0 0 0 2/14 2/7 0/3 0
Q 0 1 1 0 0 1 0 1 1 1 0 1 0 1 8/14 6/7 1/3 1----
R 0 1 0 0 0 0 0 0 1 0 0 0 0 0 2/14 2/7 0/3 0
S 0 0 1 0 0 0 0 0 0 0 0 0 0 0 1 /1 4 1 /7 0/3 0-
T 0 0 1 0 0 0 0 1 0 0 0 0 0 0 2/14 2/7 0/3 0
U 0 1 1 0 0 0 1 1 1 0 0 1 1 0 7/14 4/7 1 /3 2.4
Key:
Red= Goal 1 questions
Blue= Goal 2 questions
Green = Goal 3 questions
rosttes t reausneet A enatx v
Student 1 2 .3 4 5 6 7 8 9 10 11 12 13 14 Total G 1 (12 G3
A 1 0 1 0 1 1 1 1 1 1 1 1 1 1 12/14 6;7 3/3 3/4
B 1 1 1 0 1 1 1 1 1 1 0 0 1 1 11/14 7/7 3/3 1/4

C 1 1 1 0 1 1 1 1 1 1 1 1 0 1 12/14 7-7 3/3 2/4
D 1 0 1 0 1 1 1 1 1 1 1 1 1 1 12/14 617 3/3 3/4
E 1 1 1 0 0 1 1 1 1 1 0 1 1 1 11 /14 7/7 2/3 2/4
F 1 0 1 0 1 1 1 1 1 1 1 0 1 1 11/14 6/7 3/3 2/4
G 1 1 1 0 1 1 1 1 1 1 1 1 1 1 13/14 7/7 3/3 3/4
H 0 1 1 0 0 0 1 1 0 0 0 0 1 0 5/14 3/7 1/3 1/4
I 1 1 1 1 1 1 1 1 I 1 0 1 1 1 13/14 77 3/3 3/4
J 1 1 1 0 1 1 1 1 1 1 1 1 1 1 13/14 7/7 3/3 3/4
K 1 0 1 0 1 0 1 1 1 1 1 1 1 1 11/14 6/7 2/3 3/4
L 1 0 1 0 1 0 1 1 1 1 1 1 1 I 11/14 6/7 2/3 3/4
M 1 I 1 0 1 1 1 1 0 0 1 1 1 1 11/14 5 7 3/3 3/4
N 1 1 1 1 1 l 1 1 1 1 1 1 1 1 14/14 7/7 3/3 4/4
0 1 1 1 1 0 1 1 1 0 0 1 1 1 1 11/14 5/7 2/3 4/4
P 1 I 1 0 1 0 1 1 1 1 1 0 1 1 11/14 7/7 2/3 2/4
Q I 1 1 0 1 1 1 1 1 1 1 1 1 1 13/14 7/7 3/3 3/4
R 1 I 1 0 1 1 1 1 1 1 1 1 1 1 13/14 7/7 3/3 3/4
S 0 0 1 0 1 1 1 1 1 1 0 0 0 1 8/14 5/7 3/3 0/4
T 1 1 1 1 1 1 1 1 1 1 0 1 1 1 13/14 7/7 3/3 3/4
U 1 1 1 0 1 1 1 1 1 1 1 1 1 1 13/14 7/7 3/3 3/4
Key:
Red= Goal 1 questions
Blue= Goal 2 questions
Green= Goal 3 questions
Appendix E
Name Date
P uzzle P ieces
Statue of Liberty
The White House

American flag
Mount Rushmmo i 6',
Directions : React the titles of the pictures, and ask children to
draw a line from the title to the correct picture.
".rrose: Th reinforce recognition of American symbols
Waste v a ; i d_ rb }e moist tr; eoa?' r'3'j
t
Put an X on the pictures that show
things that George Washington did.
Skill: Classification
Head and trove this fact about George Was iingtonn.
. ---------------------------------_....^.^--
Answers: 1, 4. ^- -..- . o S
i` i i
Presidents Learning Inventory
Name
Date

t T'' Y F. t
Multiple Choice
A. Only men
B. Only white men
C.: Anyone- even you!
4., How many stripes are on the f lag? How many stars?
5.: When is Presidents' Day?
r-t ,1Jy
7.'` Whose February birthdays are the holiday based on?
Matching
B. Abraham Lincoln
C. Thomas Jefferson

IThis is a picture of the house where the president
12. ? : What is this monument called?
.T.1 t
picture.
Nf f erson--
oosevelt
Lincoln
Washington
Perf ormance Question
14 a. Name 2 facts about Abraham Lincoln.
Scoring Rubric
Criteria 1 2 3 4
facts about identifies I identifies 1 identifies 2 identifies 2
,Lincoln. Lincoln. Lincoln.

George unique .fact unique fact unique facts unique facts
Washington. abet about about about
Washington. Washington. Washington. Washington.
things that does not describes 1 describes 1 describes 2
common. two presidents , had in had in Washington
or they provide common. common. had in
no unique
characteristics.
Name
Date
1. What is a president? What do they do?
^7-A! I,1 J:VV,i
I
"t
Pcs+-fesf
Multiple Choice

2, How is a president chosen?
A, It is based on the family they are born in to.
-A They are elected by the people of the United States.
C. One president picks the next one to replace him/her,
A. Only men
R. Only white men
Co. Anyone- even you!
4. Hotly many stripes are on the flag? How many stars?
. When is Presidents' -Day?
6. Why do we celebrate Presidents bay?
7, Whose February birthdays 0 re the holiday based on?
Aikotchm,
Match the coin with the president, the appear on o no
Ca .
, Abraham Linc©O
", . TltldC G4* L!! ^ f fj^r^s (ri5 rN iNfe k 1+l^lf &<^ f a^^n (̂
t^ro `i^ ( G1f^^ (̂ 7Cpr f^j5'
tld^ L^"l+^^l^ U [ B ^ al ti !`^14d ^ 1G - cx y
.._.i..Lr I--rr

picture.
Jefferson
Roosevelt
Lincoln
Washington
Vl 9,) ^'I9Jd^ '116075 h C, Vii
Scorina Rubric
Criteria 1 2 3 4
a. Name 2 The student The student The student The s udent
Lincoln . about Lincoln . about about about
Lincoln . Lincoln . t cola.
facts about identifies 1 identifies I identifies 2 identifies 2

Washington . about about about ab Of
Washington . Washington . Washing ton . Vashington.
or they provide common . common. had, in
no unique ,
characteristics. j j j
r
Name __ Date
Appendix F
P uzzle P ieces
The White Hous . vunt Rushmore
Q
c eDirectiools : Read the titles of the pictures, and ask children
to draw a line fro the title to th coe rrect picture.
Purpose : To reinforce recognition of American symbois T

Putt an x on the pictures that show
thin,gs ghat George Washington did.
Skill: Classification
w -,crib
Raider
dead ^: nu it ace his iCCT abouT George Wcshinaton.
.-------------- ------..----------- ----------------- --.._^
:answers: !, _. 4, 6, S
2 c
Name
Date
Multiple Choice
27-.How is a president chosen?
A. Only men
B. Only white men
C.! Anyone- even you!

4. How many stripes are on the f lag? How many stars?
5. When is Presidents ' Day? E !' y
I
7_ Whose February birthdays are the holiday based on?
Matching
B. Abraham Lincoln
C. Thomas Jefferson
11.- This is a picture of the house where the president
4o
12. What is this monument called?
13.. Match the Mount Rushmore president with their
picture.
SOf erson
Roosevelt

Xincoln
Washington
u1.
Scorina Rubric
Criteria 1 2 3 4
Lincoln. Lincoln. Lincoln,
Washington. about about about about
Washington. Washing ton. Washington. Washington.
and Lincoln similarities Lincoln and Lincoln and w hich Lincoln
common . two presidents, had in had in Washington
or they provide common. common. had in

no unique
characteristics.
Name
Date 2 -2-tT7'
1. "What is a president? What do they do?
Pus+t csF
Multi le Choice
` How is a president chosen?
(C)One president picks the next one to replace him/her.
A. Only men
R. Only white men
(C. A nyone- even you!
4. How many stripes are on the f log? How many stars?
5. When is Presidents ' Day? F_ ,oj, r^l
6. Why do we celebrate Presider t s' Day?
¶ vl

Match the coon with the
8.
[ore- sedert that appears an N%
A. George Was han9to
^R. Abrthmm UricnC,r
ILL
Î t @ ar p^^^wrarr^r ti>' '^ ( athe > n"An r (̂ ^ Iâpa,C F^S;
l :C. .J! y^>l.V l U U U `^
Yiveso ht°u^ is i t ca e^1? W naì` c61 y 6s C Y i ocateo d 6'
4^ ^„ II /" Gì l 1
'(13. Match the Mount Rushmore president with their
picture.
Jefferson
l
Roosevelt u
.Lincoln
Washington

c. Tell 2 things Lincoln and Washington had in common
L-ik L
/^ ^n I(^ Ire it L1 ^^r QIOM' P-1 A U V V 0/ I,A I l Ll At /I
]RA I I H A.Y 1 v v w.i -
b.Rid^ Ikorses, I^" Qresiden+
c. ^h ^m,bo^fi worKed
Scorina Rubric
Criteria 1 2 4
a. Name 2 The student The student The student The studen
z
facts about identifies I identifies 1 identifies 2 identifie ;:
Abraham unique fact unique fact unique facts uniqu acts
Lincoln. about Lincoln. about about a bb
Lincoln . Lincoln. ncoln.
b. Name 2 The student The student The student The student,,
George unique fact unique fact unique facts unique; facts
Washington . about about about about
Washing ton. Washington. Washington . Washington.
things that does not describes i describes 3 describes 2

had in between -*te 'ashington Washington and
or they provide common . co!mon. had in
no unique
Fr hnrnctrristirs
page 1page 2page 3page 4page 5page 6page 7page 8page 9page
10page 11page 12page 13page 14page 15page 16page 17page
58page 59page 60

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