Ashley Hobson Let's Get Rockin': Classifying Rocks Dates Taught: September 23 To October 11 2 Grade Science

TEACHER WORK SAMPLE
Ashley Hobson Lets get rockin: Classifying rocks Dates taught: September 23 to October 11 2nd grade Science
TEACHER WORK SAMPLE
Table of contents Standard I: Classroom contextual factors.................................................................. 3 Standard II: Unit plan................................................................................................ 10 Standard III: Lesson plans......................................................................................... 12 Standard IV: Analysis of student learning................................................................. 30 Standard V: Reflection and self-evaluation............................................................... 40 Appendix A: References............................................................................................ 48 Appendix B: Pre/Post- assessments, formative assessments, etc. Appendix C: Student assessment examples
TEACHER WORK SAMPLE Standard I: Classroom contextual factors
In Mrs. Ss second grade class at the elementary school, there are 25 students total. Fourteen of these students are female while only eleven are male. Two of these students, one male and one female, are new to the class and were not present when I taught my unit. The female student took the post-test but did not take the pretest. The male student moved in two weeks after my unit was taught. Figure 1.1
Gender distribution
30 25
25
20 15 10 5 0
Female Male Total
14 11
Of the 25 students in Mrs. Ss class, five are considered English Language Learners (ELL) with Spanish as their first language. Four of these students (two girls and two boys) are currently being serviced by an ELL aide every morning and are pulled out for a program called Imagine Learning. The other boy who is considered ELL is fluent and is not being serviced this year. (See figure 1.2 below). I use SIOP in my lessons to ensure each student, especially the ELLs, are receiving the support and differentiation that they need.
TEACHER WORK SAMPLE Figure 1.2
ELL breakdown
Non ELL Students ELL Students
20
Seven students in Mrs. Ss class are Hispanic and eighteen are Caucasian. Figure 1.3
Ethnicity breakdown
Hispanic Caucasian
18
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Though no students in Mrs. Ss class have been tested as gifted and talented (GATE), there are eleven students who have high reading levels and three of these students are above level in math as well and are considered borderline GATE students. Notes have been sent to their families to determine if they should be tested as GATE students. Eight students are considered struggling learners as they are below grade level in both reading math. One student has an Individualized Education Plan (IEP) for speech and is currently being tested in special education for his low reading and math scores as well as behavior. One student has anxiety; he attends a resilience class with the school counselor twice a month. Figure 1.4
Exceptionality data
1 1
11 8
High Reading Levels
Borderline GATE
Struggling Learners
IEP
Anxiety
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According the DRA, level 24 to 28 in reading is on grade level. Those students who read below 24 are considered below level and those who read a 28 or above are considered beyond grade level. In Mrs. Ss class, three students are on level, eleven students are below grade level, and eleven students are beyond grade level. Figure 1.5
Reading levels
12 10 8 6 4 2 0 On Level Below Level Beyond Level 3 11 11
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There are not any different levels for math, however, based on the students math tests over the last two months: three students are considered above grade level in math, fourteen students are on level, and eight students are below level in math. Figure 1.6
Math levels
16 14 12 10 8 6 4 2 0 On Level Below Level Beyond Level 3 8 14
Classroom policies and procedures Classroom management in Mrs. Ss class is mostly based off of Whole Brain Teaching. To get students attention, the teacher says: Class and the students reply Yes in the same tone and manner. This is a great way to get the classs attention without shouting over them. Mrs. S also uses a point system for the class as a whole as well as the four table groups. When students exhibit and use desired behaviors and skills, they get points. If they do not demonstrate the desired behavior, the teacher gets a point. The idea behind this system is to keep the teacher happy by beating the teachers points. Another classroom management practice that Mrs. S uses for individual accountability is a clip chart. Every day, students start at: Ready to Learn then, based on their behavior throughout the day, students clip up or clip down. If they clip up they are rewarded with school money or preferred activity time. If students clip down, they owe recess time from five, ten or fifteen minutes
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which requires them to take a note home for a parent to sign. For most students these classroom practices are highly motivating. For the few students who are unmotivated by these Mrs. S uses additional individual behavior systems. There are five main rules in Mrs. Ss classroom that students are expected to follow at all times: 1) Listen when the teacher is talking, 2) Follow directions quickly, 3) Respect others - Respect yourself Respect your school, and 4) Be safe Be honest. The combination of the classroom management practices and procedures and the adherence of the class rules make the class well-organized and productive where learning is at the forefront. Environmental factors Perhaps the environmental factor that impacts learning the most is the organization of the classroom itself. The room is rather small and in order to accommodate the large class size as well as an iPad table, small group tables, the rug for whole-group instruction, and storage the room is cramped. The desks are organized in tables of six to eight which makes small group work easier to accomplish but makes for tight quarters. Oftentimes, students and the teacher need to squeeze past desks and chairs in order to circulate. Students have pocket organizers that hang off the back of their chairs which makes storage more accessible for student use but also decreases the already small walkways between desks. As part of Mrs. Ss classroom management, students must push in their chairs every time they leave their desk and must have them pushed in a reasonable amount when at their seats to accommodate the needed pathways. Another environmental factor that affects classroom learning is temperature. Mrs. Ss classroom is located at the end of the hallway and often experiences drastic fluctuations in temperature. Oftentimes, the classroom is very warm which can make the students uncomfortable, agitated, and unfocused. I did not realize temperature could be such a huge environmental factor until my student teaching experience. Narrative discussing implications of data With the data I collected from my unit, I plan to do all that I can to close the gap for every student and to provide the additional support or challenges need by each student. I have worked especially hard to provide the
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needed support to the students with lower reading levels and the ELL students. In addition, I have strived to include additional learning activities for the students with higher reading levels who often finish first. These fast finishers stay occupied by reading additional sources that pertain to the unit and engage in group research projects. Even with these anchor activities, I intend to implement more focused extension activities that require these students to use more higher-order thinking skills. In Mrs. Ss class there are several students who do not pace their work well which caused them to miss out on some of the activities in my unit or caused them to leave work incomplete. I have made a special effort in helping these students stay on task while communicating my high expectations for the effort and quality of their work. My students know that they must always do their best and use their time wisely. I expect my students to do a lot of writing and because of the lower reading levels of almost half the class, I have had to make several accommodations and adaptation of assessmentsboth formative and summative. This adaptations include reading test questions and choices aloud and reducing the amount of required writing for certain students. I made this accommodations based off of the formative assessments throughout my unit.
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Standard II: Unit Plan DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION UNIT PLAN TEMPLATEElementary Semesters 3 & 4
Teacher Candidate _Ashley Hobson Grade Level _2nd__ Content Area Earth Science
Step 1 DESIRED RESULTS
A. Contextual Factors
25 students: 14 girls, 11 boys 7 Hispanic, 18 Caucasian 5 ELLS Spanish: 11, 12, 14, and 8 work with ESL teacher every morning 11: low in reading and math 12: IEP for speech, referred for more testing (math camp during rotations) 14: high in reading 8: she is also a Jehovahs Witness (math camp during rotations) 15: fluent and is not being serviced this year, high in reading 20 has anxiety, 11 gets migraines because of the fluorescent lights 16, 6, 20, 15, 9, 21, 14, 7, 1, 25, and 4: high reading levels Classroom environment: The students are arranged in four groups of six or eight. All students can see the board There is a smartboard, projector, and ELMO available. The students use individual iPads during the Daily 5 centers. There is a rug for whole group instruction.
B. Utah State Core or Common Core Curriculum Standard

Standard 2 Earth and Space Science. Students will gain an understanding of Earth and Space Science through the study of earth materials, celestial movement, and weather. Objective 1 Describe the characteristics of different rocks. a. Sort, group, and classify Earth materials, e.g., hard, smooth, rough, shiny, flat. b. Sort, group, and classify Earth materials by type, e.g., sedimentary, igneous, and metamorphic
C. Enduring Understanding/Big Idea

We can classify rocks by their color, hardness, texture, layering, particle size, type, and environment.
D. Essential Questions/Guiding Questions

1. 2. 3. 4. 5. How can we classify rocks? What are the three types of rocks? How are rocks (igneous, sedimentary, and metamorphic) formed? What is an example of an igneous rock? Sedimentary? Metamorphic? What are the properties of igneous rocks? Sedimentary? Metamorphic?
E. Concepts
Students need to know: 1. The properties of rocks (color, hardness, texture, layering, and particle size) 2. The three types of rocks 3. How rocks are formed. 4. Examples of each type of rock. 5. The general properties of each type of rock.
F. Skills
Students need to be able to: 1. Classify rocks by color, hardness, texture, layering, particle size, and type. 2. Discuss the properties of rocks. 3. Read about the three types of rocks. 4. Identify examples of each type of rock.
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5. Identify and classify each type by their general properties. Step 2 ASSESSMENT EVIDENCE
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1. Pre-Assessments Read and answer a ten question pre-test to determine background knowledge about classifying rocks and their types. They will take this assessment before and after my six lessons. 2. Formative Assessments/Evidence Classify and sort items with an observable pattern. Listen carefully to the stories for clues. Buddy and group discussions. Write about each type, how it is formed, and an example on a foldable. Tell how igneous, sedimentary, or metamorphic rocks are formed as their ticket out. Match rocks with their correct type: igneous, sedimentary, and metamorphic. Classify igneous, sedimentary, and metamorphic rocks by their properties on graphic organizer. Properties We Observed group worksheet Write the correct type from the clues presented by groups on their whiteboards. 3. Summative Assessments/Evidence Read and answer a ten question post-test to determine that the learning objectives have been met and to assess the effectiveness of my teaching.
Step 3 Lesson Objectives with Instructional Strategies Lesson 1: Walk-Away: I will classify rocks by their properties. Learning Activity: Students sort themselves based on their clothing, hair, eye color, etc. to help them better understand properties and what it means to classify. We will read, Daves Down to Earth Rock Shop. Students work as groups to classify and sort their rocks. Lesson 2: Walk-Away: I will know how igneous rocks are formed. Learning Activity: Students will listen to the igneous rock story and add information to their foldable about how igneous rocks form based off of the clues in the story. Lesson 3: Walk-Away: I will know how sedimentary rocks are formed. Learning Activity: Students will listen to the sedimentary rock story and add information about how sedimentary rocks form based off of the clues from the story. They will discuss what can be found in a sedimentary rock with a buddy. Lesson 4: Walk-Away: I will know how metamorphic rocks are formed. Learning Activity: Students will listen to the metamorphic rock story while they work two pieces of taffy into a rock. They will discuss with a buddy why their rock changed and add the information to their foldable. Lesson 5: Walk-Away: I will classify igneous, sedimentary, and metamorphic rocks by their properties. Learning Activity: We will review the three types of rocks. Students are given three rocks and work in groups to determine the igneous, sedimentary, and metamorphic rocks based on their properties and record their findings on a graphic organizer. Lesson 6: Walk-away: I will review how I can classify rocks. Learning Activities: Students work in groups to classify their rock as either igneous, sedimentary, or metamorphic based on color, hardness, texture, layering, and particle size. They present their rock (using clues and not the name) to the class while the rest of the class writes what type of rock it is on their whiteboards based off of the clues.
TEACHER WORK SAMPLE Standard III: Lesson plans

DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION ELEMENTARY 3rd SEMESTER LESSON PLAN TEMPLATE (1/25/13) Teacher Candidate _Ashley Hobson_ Grade Level _2nd_ Title _Science: Classifying Rocks (1)_ CONTEXTUAL FACTORS (classroom factors)
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25 students: 14 girls, 11 boys 7 Hispanic, 18 Caucasian 5 ELLS Spanish: 11, 12, 14, and 8 work with ESL teacher every morning 11: low in reading and math 12: IEP for speech, referred for more testing (math camp during rotations) 14: high in reading 8: she is also a Jehovahs Witness (math camp during rotations) 15: fluent and is not being serviced this year, high in reading 20 has anxiety, 11 gets migraines because of the fluorescent lights 16, 6, 20, 15, 9, 21, 14, 7, 1, 25, and 4: high reading levels
Classroom environment: The students are arranged in four groups of six or eight. All students can see the board There is a smartboard, projector, and ELMO available. The students use individual iPads during the Daily 5 centers. There is a rug for whole group instruction.
WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to do?)
State Standard/Objective: Standard 2, Objective 1: Describe the characteristics of different rocks. Sort, group, and classify Earth materials, e.g., hard, smooth, rough, shiny, flat. Content Walk-Away: I will classify rocks by their properties. SIOP 1- content objectives, SIOP 3- content concepts Language Walk-Away: I will listen to how rocks are classified. SIOP 2- language objectives
Vocabulary: classify, properties, hardness, texture, luster SIOP 9- key vocabulary

ASSESSMENT EVIDENCE (What evidence do I need to show the students have
learned the Walk-Away?) Formative Evidence (checking for understanding throughout the lesson): Classify class by properties e.g. eyes, hair, clothing, height, listen to the story, use vocabulary, classify rocks with a group.
Content Walk-Away Evidence (Summative): students fill out exit ticket: 3 ways to classify rocks, 2 words they want to remember, and 1 thing they found interesting. Language Walk-Away Evidence (Summative): talk about how rocks can be classified with class and group.
Modifications/Accomodations (ELL, IEP, GATE, etc.) Pre-teach vocabulary to Alex, Enrique, Sahaira, and Abi Vocabulary and Objectives are posted with visuals Higher students write one thing on the back of their exit ticket that they dont know about rocks but want to know
Approx. Time 3 min
ACTIVE LEARNING PLAN

Activate/Building Background Knowledge Students group themselves by eye, hair, or clothing color.
TEACHER WORK SAMPLE SIOP 26pacing
13
Tell students that we can sort rocks by their properties. This is called classifying. Read objective with students: I will listen to how rocks are classified and I will classify rocks by their properties. What do you know about rocks? SIOP 7- link to background, SIOP 8- link to past learning, SIOP 10- appropriate speech
Formative assessment: Learning Goal Classify classmates by properties.
Success Criteria Students classify each other by observable properties
Assessment Strategy Observation Questioning
Modification/accommodations: (ELL, IEP, GATE, etc.) What other ways can we classify our class? Focus Lesson (I do it) I will read Daves Down-to-Earth Rock Shop. SIOP 22- language skills (listening), SIOP 24- language objectives supported Formative Assessment: Learning Goal Listen to the story. Success Criteria Students listen to the story to know how rocks are classified. Assessment Strategy Review properties as I read Questioning and Observation
Modification/accommodations: Review properties as I read the story. Guided Instruction (We do it) We will talk about ways to classify rocks. I will teach the vocabulary. SIOP 9- key vocabulary Formative Assessment: Learning Goal Talk about how rocks are classified. Learn the vocabulary. Success Criteria Students talk about how rocks are classified using the vocabulary. Assessment Strategy Observation/listening Questioning
Modification/accommodations: vocabulary words and their definitions are posted. Collaborative/Cooperative (You do it together) Students work in groups to sort and classify rocks by their properties. SIOP 4- Supplementary materials, SIOP 6- meaningful activities, SIOP 13- students use learning strategies, SIOP 14- scaffolding techniques, SIOP 15higher-order thinking, SIOP 16- opportunity for interaction, SIOP 17- grouping supports objectives, SIOP 20hands-on materials, SIOP 21- activities to apply content/language knowledge, SIOP 22- language skills (speaking/listening), SIOP 23- content objectives supported, SIOP 25- students engaged, SIOP 29- feedback Formative Assessment: Learning Goal Sort and classify rocks by their properties. Success Criteria Students work in groups to sort and classify rocks by their properties. Assessment Strategy Observation Questioning: is there another way you can classify your rocks?
Modification/accommodations: Remind students of the vocabulary (hardness, luster, color, and texture) but encourage them to think of other ways (shape, size, patterns on rocks, etc.) Independent (You do it alone) Students write on their exit ticket: 3 ways to classify rocks, 2 words they want to remember, and 1 thing they found interesting. SIOP 11- clear explanation, SIOP 22- language skills (reading/writing) Summative Assessment: students complete the exit ticket before they go. SIOP 30- assessement Modification/accommodations: Model how to fill out exit ticket on the smartboard. Higher students can write on the back 1 thing they dont know about rocks and would like to know. SIOP 5- adaptation of content, SIOP 12- variety of techniques
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14
Closure/Review of walk-aways, vocabulary, and essential questions (Note: Closure includes student interactions, reflection, and/or demonstrations.) Students talk about how they grouped their rocks while reviewing the vocabulary. Reread the objective. Okay its question time. Who has any questions? SIOP 18- wait time, SIOP 27- review vocabulary, SIOP 28- review concepts, SIOP 29- feedback
SIOP Indicators (Add SIOP number and description within the lesson plan) Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary materials, 5-Adaptation of content, 6-Meaningful activities Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques Strategies: 13-Students use learning strategies, 14-Scaffolding, 15-Higher-order thinking, Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19-Opportunity for L1 students Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22-Language skills: reading, writing, listening, speaking Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students engaged, 26-Pacing Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment
TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for this lesson? Have rocks ready for classifying, exit tickets on desks, smartboard and ELMO with copy of exit ticket for modeling, Daves Down to Earth Rock Shop This lesson will take approximately 30 minutes.
REFLECTION AFTER LESSON

How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set to improve my practice and student learning? I will make sure to review the concepts the students listed on their exit ticket and to make sure address the concepts that students found interesting in order to maintain student interest. The exit ticket will show me what concepts and vocabulary words students understand or do not understand. The next time I teach this lesson I will make sure to give students more time to work with their groups and to finish their exit tickets. The most effective thing about this lesson was the opportunity for interaction with peers and the rocks. This made the concepts and vocabulary more meaningful. When I have my own classroom, I will probably allow more time for this lesson so students can more thoroughly investigate the rocks.
DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION ELEMENTARY 3rd SEMESTER LESSON PLAN TEMPLATE (1/25/13)
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Teacher Candidate _Ashley Hobson_ Grade Level _2nd_ Title _ Igneous Rocks (2)_ CONTEXTUAL FACTORS (classroom factors)
15
State Standard/Objective: Standard 2, Objective 1: Describe the characteristics of different rocks. Content Walk-Away: I will classify and know how igneous rocks are formed. SIOP 1-content objectives, SIOP 3-content
concepts
Language Walk-Away: I will listen carefully about how igneous rocks are formed. SIOP 2-language objective Vocabulary: igneous rock, property, hardness, texture, luster, form, classify SIOP 9-key vocabulary

learned the Walk-Away?) Formative Evidence (checking for understanding throughout the lesson): Share a property of obsidian with a buddy, listen to the story.
Modifications/Accomodations (ELL, IEP, GATE, etc.)

2: has trouble pacing. Seat him close to me so I can monitor and prompt. 11: needs to be close to the board because he cant see. 10 has behavior problems and a hard time staying on task. 16, 6, 20, 15, 21, 24, and 4: write about other properties of igneous (particle size, color, etc.) and list other igneous rocks.
Content Walk-Away Evidence (Summative): Students will write in their rock foldable about how igneous rocks form and at least 3 properties of pumice. Language Walk-Away Evidence (Summative): Students will listen carefully to the rock story to get clues about how the rock forms.
Approx. Time SIOP 8wait time, SIOP 26pacing 3 min

Activate/Building Background Knowledge Read objective with students: I will listen carefully to know how igneous rocks are formed. Watch Rocks and Minerals Brainpop to review vocabulary. SIOP 9-key vocabulary I will show a rock to the class, they will share with their buddy a property of the rock (obsidian). Formative assessment: Learning Goal Review vocabulary Success Criteria Share a property of obsidian with a buddy using vocabulary words. Assessment Strategy Observe and listen to students as they share with their buddy.
TEACHER WORK SAMPLE
16
Modification/accommodations: (ELL, IEP, GATE, etc.) 11 needs to be close to the board because he needs glasses. Circulate while I read to keep 10 and 2 on task. Focus Lesson (I do it) There are three types of rocks because rocks form in three different ways. Today we are going to learn about how igneous rocks form. Form means: how they are made. Igneous rocks form when melted rock, or lava, cools and hardens. I will demonstrate this using a glass of ice water and Magic Shell chocolate syrup. SIOP 12variety of techniques At first, the chocolate was liquid and warm, but as it cooled (when I put it in the ice water) it became hard. Where do you think would be the best place to find igneous rocks? We have a lot of volcanoes where we live so we can see a lot of igneous rocks. SIOP 7- link to background I will read two short stories of how igneous rocks form. As I read, I am going to pass around the rocks I am reading about (pumice and obsidian). Look at their properties for three seconds then pass it to your neighbor. Listen carefully to the clues I talk about as I read the story. SIOP 3- content appropriate, SIOP 6- meaningful activities, SIOP 10- appropriate speech,
SIOP- 11 clear explanation, SIOP 20- hands-on materials, SIOP 22- language skills: listening, SIOP 24- language objective supported
7 mins
Formative Assessment: Learning Goal Understand how igneous rocks form
Success Criteria Listen to the story and watch the demonstration
Assessment Strategy Observation Questioning
Modification/accommodations: I will pass the rocks between the tables so students do not need to get up while I am reading the story. Guided Instruction (We do it) What are some of the properties you observed? Based on what we know about how igneous rocks form, why do you think they had these properties? Watch a video of a sped up lava flow. SIOP 4- supplementary materials Formative Assessment: Learning Goal Discuss the observable properties of igneous rocks. Success Criteria Discuss the properties of igneous rocks Assessment Strategy Observe, Listen Questioning
5 mins
Modification/accommodations: Students should use the vocabulary. I will have them rephrase their answers to use vocabulary. Review vocabulary as we go. All students need to use it. SIOP 14- scaffolding
2 mins
Collaborative/Cooperative (You do it together) Share with your buddy why you think obsidian is shiny? Why is pumice so light? Remember, igneous rocks come from volcanoes. How fast do you think obsidian cools down? How fast does pumice cool down? Both obsidian and pumice cool and harden very fast. Why do you think they look different? SIOP 15- higher
order thinking, SIOP 16- opportunities for interaction, SIOP 17- grouping supports objectives, SIOP 22- language skills: talking, SIOP 25- students engaged, SIOP 29- feedback
Formative Assessment: Learning Goal Discuss the properties of igneous rocks based on how they form.
Success Criteria Share with buddy.
Assessment Strategy Observe, Listen Questioning
8 mins
Modification/accommodations: prompt students as necessary. Independent (You do it alone) Students write in their foldable under the Igneous Rock flap how igneous rocks form. After they are finished, I will give them their own igneous rock (pumice) to glue on the front of the foldable. SIOP 13- students
using learning strategies, SIOP 21- activities to apply content/language knowledge, SIOP 22- language skills:
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reading/writing, SIOP 23- content objective supported
17
Summative Assessment: Students write in their foldable about how igneous rocks form and three properties of their igneous rock (pumice). SIOP 30- assessment
5 mins
Modification/accommodations: 2, 22, and 11 only need to write one sentence and list the two other properties. SIOP 5- adaptation of content Closure/Review of walk-aways, vocabulary, and essential questions (Note: Closure includes student interactions, reflection, and/or demonstrations.) Review vocabulary: tell your buddy across from you the properties of obsidian and pumice using our vocabulary. SIOP 27- review vocabulary Igneous is a type of rock. How are igneous rocks formed? SIOP 28- review concepts
TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for this lesson? I need to remember to review and close the lesson with a review of concepts and vocabulary. Have the foldable, videos, and rocks ready. This lesson will take approximately 30 minutes.

How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set to improve my practice and student learning? Many students could not finish writing in time because they were unsure what to write about. I should write a sentence starter on the board for the next lessons and we should list the properties of their rock (since everybody has the same kind of rock) on the board. The demonstration with the Magic Shell and the Brainpop and lava flow videos were very effective in catching their attention and helping them understand the vocabulary and how igneous rocks harden as they cool. It made it more real to them. Also, letting the students hold and observe the rocks allowed them observe the properties. Discussing why obsidian is shiny and why pumice is light with their buddies was not as effective as I hoped it would be. Next time I will make sure to talk about this in the beginning of the lesson and use the buddy share as a formative assessment.
TEACHER WORK SAMPLE

Teacher Candidate _Ashley Hobson_ Grade Level _2nd_ Title _Science: Sedimentary Rock (3) CONTEXTUAL FACTORS (classroom factors)
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State Standard/Objective: Standard 2, Objective 1: Describe the characteristics of different rocks. Content Walk-Away: I will classify and know how sedimentary rocks are formed. SIOP 1-content objectives, SIOP 3-content
concepts
Language Walk-Away: I will talk about how sedimentary rocks are formed. SIOP 2-language objectives Vocabulary: sedimentary rock, sediment, pressure, layers SIOP 9-key vocabulary

learned the Walk-Away?) Formative Evidence (checking for understanding throughout the lesson): listen carefully to story so they can retell how sedimentary rocks form, buddy discussion, answer questions, make predictions, use vocabulary

Listen to 11, 17, 2, and 18 and prompt them to use vocab. Ask for predictions, higher students give me evidence. Lower students (11, 17, 2 and 18) can just write one sentence and list three properties of sandstone. I will be 11s buddy so I know if he understands how sedimentary rocks form. Higher students can write more properties of sandstone and list other sedimentary rocks.
Content Walk-Away Evidence (Summative): fill in foldable about how sedimentary rocks form. Language Walk-Away Evidence (Summative): talk about how sedimentary rocks are formed and classified with a buddy and the group.
Approx. Time 2 min

Activate/Building Background Knowledge Review type, properties, and how igneous rocks are formed. SIOP 8- linked to past learning, SIOP 9- key vocab. Students share with their buddy a property of an igneous rock. SIOP 16- opportunity for interaction Read objective with the students: I will classify sedimentary rocks and talk about how they form. Formative assessment: Learning Goal Success Criteria Assessment Strategy Review vocabulary and content talk with buddy about how Observe and listen igneous rocks are formed, share the name and a property of an igneous rock
SIOP 26pacing
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Modification/accommodations: (ELL, IEP, GATE, etc.): listen to 11, 17, and 2 and prompt them to use vocabulary. Focus Lesson (I do it) Igneous rocks are formed from lava as it cools and hardens. Sedimentary rocks are formed when tiny bits of rocks called sediment layer on top of each other. These layers get smashed down from the pressure, or weight, of the layers above and stick to each other. Pressure is the force (like smashing or squeezing) that makes the sediment stick together. I will make a model of how this happens. I will make a peanut butter and jelly sandwich to demonstrate the layering of sedimentary rocks in a thinkaloud. After I make the sandwich, I apply pressure to demonstrate how the layers compact. SIOP 4supplementary materials, SIOP 6- meaningful activities, SIOP 10- appropriate speech, SIOP 12- variety of techniques, SIOP 25- students engaged
3 min
Formative Assessment: Learning Goal Learn how sedimentary rocks are formed.
Success Criteria Listen to and watch the modeling.
Assessment Strategy Observe that each student is watching and questioning
Modification/accommodations: ask for a prediction about what will happen to the sandwich when I will apply pressure (this is using our comprehension strategy), higher students give me evidence. Make up actions for vocabulary words: layering and pressure. SIOP 13- students using learning strategies Guided Instruction (We do it) We have a lot of sedimentary rock around us. The red cliffs we see are made up of a sedimentary rock called sandstone. I am going to pass around the sandstone, remember that you look at it for three seconds so everybody gets a chance to see its properties. Raise your hand if you have seen the layers in the cliffs. SIOP 7- linked to background, SIOP 20- hands-on materials I will show a video of the red cliffs throughout southern Utah and point out the layering. I will show a poster of a red cliff with layering and have a student point out the layering. SIOP 4- supplementary materials, SIOP 12- variety of techniques Now I am going to read a short story about how sedimentary rocks are formed. As I read, I am going to pass around the rock like we did yesterday.
SIOP 22- language skills: listening, SIOP 23- content objective supported, SIOP 24- language objective supported
8 min
Formative Assessment: Learning Goal Understand how sedimentary rocks form Modification/accommodations:
Success Criteria Observe the demonstration and listen to the story
Assessment Strategy Questioning Listen Observation
Collaborative/Cooperative (You do it together) How do sedimentary rocks form? Tell your buddy and use our science words: sediment, layers, and pressure.
SIOP 17- grouping configurations, SIOP 21- activities to apply content/language knowledge, SIOP 22- language skills, SIOP 24- language obj. supported, SIOP 25- students engaged Since sedimentary rocks are made up of tiny bits of rock, or sediment, as well as bones of dead animals and fish, what can we find in sedimentary rocks? SIOP 18wait time, SIOP 15- higher order thinking
1 min
Formative Assessment: Learning Goal Know how sedimentary rocks form.
Success Criteria Discuss with buddy using vocab. words: sediment, layers, and pressure.
Assessment Strategy Listen Observe
Modification/accommodations: I will be 11s buddy so I know if he understands how sedimentary rocks form.
SIOP 14- scaffolding, SIOP 30- assessment, SIOP 29- feedback
Independent (You do it alone) Student write in their foldable under Sedimentary about how sedimentary rocks are formed. SIOP 6meaningful activities, SIOP 11- clear explanation, SIOP 12- variety of techniques, SIOP 20- hands-on materials, SIOP 21activities to apply content/language knowledge, SIOP 30- assessment
TEACHER WORK SAMPLE
20
Summative Assessment: Students write in foldable and tell me how sedimentary rocks form before they go out to recess at 2:30.
10 min
Modification/accommodations: 11, 17, 2, 18 write at least one sentence and list three properties of sandstone. Higher students can write more than three properties of sandstone, write about what kind of sediment sandstone in made of, and list other sedimentary rocks. A group can tell me how sedimentary rocks form at the same time but everybody has to contribute. SIOP 5- adaptation of content Closure/Review of walk-aways, vocabulary, and essential questions (Note: Closure includes student interactions, reflection, and/or demonstrations.) How are igneous and sedimentary rocks different? Share with the person on your left. I will choose two students to share with the class. Let students know I will be asking them how sedimentary rocks form using vocabulary before they can leave for afternoon recess. SIOP 27- review vocabulary, SIOP 28- review concepts, SIOP 29- feedback, SIOP 30- assessment
6 min
TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for this lesson? Review content and vocabulary at the end of the lesson. Have students tell me how sedimentary rocks form before they go out to recess. Have foldables already on students desks and videos ready. Approximately 3o minutes required for this lesson.

How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set to improve my practice and student learning? I need to have some kind of an object lesson to demonstrate how fossils can be found in sedimentary rocks. I should put something in the sandwich that stands for a fossil and I should add more layers to the sandwich. I should also bring in different types of sediment such as sand or gravel. The demonstration with the sandwich and the video were effective in catching the students attention and helped them see how sedimentary rocks have layers that stick together because of pressure. The exit ticket to go out to recess motivated the students to pay attention and learn how sedimentary rocks form. Passing around different kinds of sedimentary rocks was also very effective because it showed them the different ways sedimentary rocks can be layered. The students need to read more besides what they write in their foldable. Maybe I should make smaller copies of the stories that I read aloud and give them each a copy.
TEACHER WORK SAMPLE

Teacher Candidate Ashley Hobson Grade Level _2nd Title _Metamorphic Rocks (4)_ CONTEXTUAL FACTORS (classroom factors)
25 students: 14 girls, 11 boys 7 Hispanic, 18 Caucasian
21
5 ELLS Spanish: 11, 12, 14, and 8 work with ESL teacher every morning 11: low in reading and math 12: IEP for speech, referred for more testing (math camp during rotations) 14: high in reading 8: she is also a Jehovahs Witness (math camp during rotations) 15: fluent and is not being serviced this year, high in reading 20 has anxiety, 11 gets migraines because of the fluorescent lights 16, 6, 20, 15, 9, 21, 14, 7, 1, 25, and 4: high reading levels
State Standard/Objective: Standard 2, Objective 1: Describe the characteristics of different rocks. Content Walk-Away: I will classify and know how metamorphic rocks form. SIOP 1- content objective, SIOP 3- content
appropriate
Language Walk-Away: I will write and talk about how metamorphic rock form. SIOP 2- language objective Vocabulary: metamorphic rock, heat, pressure SIOP 9- key vocabulary

learned the Walk-Away?) Formative Evidence (checking for understanding throughout the lesson): listen carefully to story so they can retell how metamorphic rocks form, buddy discussion, answer questions, make predictions, use vocabulary, taffy activity

Explain rules of taffy activity before I pass out the taffy. Remind them that if they break the rules they will have to throw away their taffy. Review actions when reviewing vocabulary. 11, 17, 2, 18 write one sentence and list three properties of quartzite. Have students compare granite to schist and shale and slate to observe how the properties have changed. Point out properties to lower students.
Content Walk-Away Evidence (Summative): Fill in foldable about how metamorphic rocks form. Language Walk-Away Evidence (Summative): Write in foldable and discuss with buddy how metamorphic rocks form.
Approx. Time
SIOP 18wait time, SIOP 26pacing 3 min

Activate/Building Background Knowledge Review how igneous and sedimentary rocks form and discuss with buddy. Review vocabulary. SIOP 8- link to past learning, SIOP 9- key vocabulary Formative assessment: Learning Goal Review how igneous and sedimentary rocks form. Success Criteria Discuss with buddy. Assessment Strategy Observation, Listening, Questioning
TEACHER WORK SAMPLE

Modification/accommodations: (ELL, IEP, GATE, etc.) review actions when reviewing vocabulary.
22
8 min
Focus Lesson (I do it) Read stories about how metamorphic rocks form. Pass around metamorphic rocks the same way we did yesterday. Metamorphic rocks form when an igneous or sedimentary rock gets buried deep underground and the heat from deep inside the earth heats up the rock so it becomes softer and easier for the pressure from the layers of earth on top of it to change its shape and properties. Have you ever held M&Ms in your hand? What happened to them? Share with your buddy. SIOP 4- supplementary materials, SIOP 7- link to background, SIOP 10- appropriate speech, SIOP 11- clear explanation, SIOP 15- higher-order thinking, SIOP 16opportunity for interaction Formative Assessment: Learning Goal Understand how metamorphic rocks form. Success Criteria Listen to the story and participate in the discussion. Assessment Strategy Observation Questioning
Modification/accommodations: Demonstrate how M&Ms melt and change form. SIOP 12- variety of strategies Guided Instruction (We do it) Write in foldable under Metamorphic about metamorphic rocks form. How are metamorphic rocks different from igneous rocks? Sedimentary rocks? How are they similar? SIOP 15- higher-order thinking, SIOP 21activities to apply language/content knowledge, SIOP 22- language skills: reading, writing, SIOP 24- language objective supported Formative Assessment: Learning Goal Explain how the properties of an igneous or sedimentary rock change as they change into a metamorphic rock. Success Criteria Answer questions and write in foldable. Assessment Strategy Observation Listening Questioning
8 min
Modification/accommodations: 11, 17, 2, 18 write one sentence and list three properties of quartzite. SIOP 5adaptation of content Have students compare granite to schist and shale and slate to observe how the properties have changed. Point out properties to lower students. SIOP 14- scaffolding
3 min
Collaborative/Cooperative (You do it together) (To be completed after taffy activity) discuss with your buddy what caused the taffy to change. SIOP 16opportunity for interaction, SIOP 17- grouping supports objective, SIOP 22- language skills: listening, speaking
Formative Assessment: Learning Goal Understand what cause rocks to change into metamorphic rocks.
Success Criteria Discuss with buddy.
Assessment Strategy Observe Listen Questioning
Modification/accommodations: make sure that students understand that metamorphic rocks are not formed when two rocks mix together. We used two pieces of taffy so that we could better see the rock melt and reform with pressure. SIOP 29- feedback Independent (You do it alone) Students squeeze two pieces of taffy together to model how metamorphic rocks form while I will read the poem, Hard Facts by Shane D. Williams. SIOP 6- meaningful activities, SIOP 20- hands-on materials, SIOP 23- content objective supported Summative Assessment: students write in foldable and discuss with buddy why their taffy changed. SIOP 30assessment
3 min
TEACHER WORK SAMPLE

5 min
23
Modification/accommodations: post the poem on the smartboard so students can follow along while I read Closure/Review of walk-aways, vocabulary, and essential questions (Note: Closure includes student interactions, reflection, and/or demonstrations.) Review vocabulary with actions. Review how metamorphic rocks form with actions. Students mirror and teach their partner. SIOP 12- variety of techniques, SIOP 13- students use learning strategies, SOP 25students engaged, SIOP 27- review vocabulary, SIOP 28- review concepts
TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for this lesson? I need to remember to refer to the posted vocabulary and review it throughout and after the lesson along with the content concepts. I need to have the metamorphic rock stories, the foldables already on the desks, examples of metamorphic rocks, and a copy of Hard Facts displayed on the smartboard. This lesson will take about 30 minutes.

How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set to improve my practice and student learning? I should have some sort of a model to demonstrate how an igneous or sedimentary rock goes deep into the earth and the heat from inside the earth and the pressure from the ground above changes the rock. Having the students hold the two pieces of taffy in their hands the whole time during the story and communicating the rules beforehand made the activity effective because they were applying heat and pressure and were not playing with it. This classroom management helped the activity be more concrete where they could actually see and experience the changes. Therefore, I know that I need to have very clear and explicit instructions in order for learning activities to be meaningful.
DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION ELEMENTARY 3rd SEMESTER LESSON PLAN TEMPLATE (1/25/13) Teacher Candidate Ashley Hobson Grade Level _2nd Title Classify Rock Types by Properties (5)
TEACHER WORK SAMPLE

CONTEXTUAL FACTORS (classroom factors)
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State Standard/Objective: Standard 2, Objective 1: Describe the characteristics of different rocks. Content Walk-Away: I will classify igneous, sedimentary, and metamorphic rocks by their properties. SIOP 1- content objectives, SIOP 3- content appropriate Language Walk-Away: I will talk about the properties of igneous, sedimentary, and metamorphic rocks. SIOP 2- language objective Vocabulary: hardness, texture, luster, layers, pressure SIOP 9- key vocabulary

learned the Walk-Away?) Formative Evidence (checking for understanding throughout the lesson): Group and partner discussions

Listen in to 11, 17, 2, 18s discussions. Use actions and signs for each property Each rock is numbered so students just write the number under the columns. Students can write the names of the rocks if they know them.
Content Walk-Away Evidence (Summative): Students fill out their graphic organizers as they classify each type of rock. Language Walk-Away Evidence (Summative): Students work in groups and discuss the properties of each type of rock as they work to classify them.
Approx. Time
SIOP 18wait time, SIOP 26pacing

Activate/Building Background Knowledge We will review vocabulary and how each type forms with actions. Student mirror and then teach their partner. SIOP 8- link to past learning, SIOP 9- key vocabulary, SIOP 12- variety of strategies We will read the objectives. Formative assessment: Learning Goal Understand vocabulary and how each rock type forms. Success Criteria Mirror actions and teach partner. Assessment Strategy Observation and questions
2 min
3 min
Modification/accommodations: (ELL, IEP, GATE, etc.) listen in to 11, 17, 2, 18s discussions. SIOP 14scaffolding Focus Lesson (I do it) We will review the properties of each type of rock. We will look at an igneous rock (obsidian) and I will model
TEACHER WORK SAMPLE
25
writing the properties in the graphic organizer for Hardness. SIOP 10- appropriate speech, SIOP 11- clear explanation Formative Assessment: Learning Goal Know the properties of each type of rock.
Success Criteria Review properties
Assessment Strategy Modeling, observation, questions
Modification/accommodations: use actions and signs for each property. Guided Instruction (We do it) We will work as a class to classify obsidians other properties on the graphic organizer (luster and texture). SIOP 29- feedback Formative Assessment: Learning Goal Know the properties of each type of rock. Success Criteria Classify obsidian by its properties. Assessment Strategy Observation and questions
3 min
Modification/accommodations: pass the rock around to each table, students come and write obsidian under the right columns on the big graphic organizer. Collaborative/Cooperative (You do it together) Students are given three rocks (one of each type) and must work together with their group of four to determine which of their rocks is igneous, sedimentary, ad metamorphic based on each rocks properties. SIOP 4- supplementary materials, SIOP 6- meaningful activities, SIOP 15- higher-order thinking, SIOP 20hands-on materials, SIOP 21- activities to apply language/content knowledge, SIOP 22-language skills: listening, speaking, SIOP 23- content objective supported, SIOP 24- language objective supported, SIOP 25students engaged
15 min
Formative Assessment: Learning Goal Classify rocks by their properties. Success Criteria Collaborate with group to determine each rocks properties. Assessment Strategy Observation
Modification/accommodations: I will choose the groups and put them in different places with plenty of space throughout the room where I can see them. Students will use clipboards for this activity. Independent (You do it alone) Students fill in their graphic organizer for each of their rocks. SIOP 22- language skills: reading, writing Summative Assessment: students turn in completed graphic organizers SIOP 30- assessment Modification/accommodations: each rock is numbered so students just write the number under the columns. Students can write the names of the rocks if they know them. Closure/Review of walk-aways, vocabulary, and essential questions (Note: Closure includes student interactions, reflection, and/or demonstrations.) Review properties of each type and the name of each rocks that the groups classified. Students write the name of their three rocks on the back of their graphic organizer. SIOP 27- review vocabulary, SIOP 28- review concepts
7 min
TEACHER WORK SAMPLE
26
TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for this lesson? I need to remember to have the rocks set up throughout the room and the groups already determined. I need to have a bigger copy of the classification chart on the board and smaller copies for each student with a clipboard. This lesson should be taught at the rug and will take about 30 minutes so the groups have adequate time to classify their rocks.

How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set to improve my practice and student learning? In looking over their graphic organizers, I noticed that students are still having trouble classifying hardness. They are having difficulties in distinguishing hard or soft rocks. If I had more time for this lesson and unit, I would have model how to use different items such as your fingernail, a penny, and a thumbtack to determine hardness. Students were too preoccupied with knowing the names of the rocks so I probably should post the names on a chart in the classroom so students can write the number by what they think its name is. I would have liked to have each group come and show their charts and talk about why they classified each rock the way they did, but time did not permit.
DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION ELEMENTARY 3rd SEMESTER LESSON PLAN TEMPLATE (1/25/13) Teacher Candidate Ashley Hobson Grade Level _2nd Title Classifying Rocks Review (6)_ CONTEXTUAL FACTORS (classroom factors)
25 students: 14 girls, 11 boys
TEACHER WORK SAMPLE 7 Hispanic, 18 Caucasian 5 ELLS Spanish: 11, 12, 14, and 8 work with ESL teacher every morning 11: low in reading and math 12: IEP for speech, referred for more testing (math camp during rotations) 14: high in reading 8: she is also a Jehovahs Witness (math camp during rotations) 15: fluent and is not being serviced this year, high in reading 20 has anxiety, 11 gets migraines because of the fluorescent lights 16, 6, 20, 15, 9, 21, 14, 7, 1, 25, and 4: high reading levels
27
State Standard/Objective: Standard 2, Objective 1: Describe the characteristics of different rocks. Content Walk-Away: I will review how I can classify rocks. SIOP 1- content objective, SIOP 3- content appropriate Language Walk-Away: I will discuss and read about how to classify rocks. SIOP 2- language objective Vocabulary: classify, properties, hardness, texture, luster, igneous rock, form, sedimentary rock, sediment, pressure, layers, metamorphic rock, heat, pressure SIOP 9- key vocabulary

learned the Walk-Away?) Formative Evidence (checking for understanding throughout the lesson): Play Quiz, Quiz, Trade. Work with group to classify rock type, write on white boards the correct type of rock.

I will play Quiz, Quiz, Trade with my students and make sure I pair up with every student, especially my lower students to assess their knowledge and understanding. I will divide the students into mixed ability groups. Students write I, S, or M for each type rather than the whole name. Higher students can write the whole name.
Content Walk-Away Evidence (Summative): Students work with group to correctly identify what type their rock is and present it to the class without saying the name. Language Walk-Away Evidence (Summative): Students discuss with group and read about types of rocks.
Approx. Time
SIOP 18wait time, SIOP 26pacing

Activate/Building Background Knowledge We will play Quiz, Quiz, Trade to review vocabulary and concepts about rocks, types, how each type forms, and how to classify them. SIOP 6- meaningful activities, SIOP 8- link to past learning, SIOP 9- key vocabulary, SIOP 12- variety of techniques, SIOP 13- students use learning strategies, SIOP 16- opportunity for interaction, SIOP 17- grouping supports objective, SIOP 21- activities to apply language/content knowledge, SIOP 22- language skills: reading, listening, speaking, SIOP 25- students engaged, SIOP 27review vocabulary, SIOP 28- review concepts Formative assessment: Learning Goal Success Criteria Assessment Strategy Review vocabulary, how rocks Play Quiz, Quiz, Trade Observation, Listening, forms, and how to classify rocks. Questioning Modification/accommodations: (ELL, IEP, GATE, etc.) I will play Quiz, Quiz, Trade with my students and make sure I pair up with every student, especially my lower students to assess their knowledge and understanding. SIOP 14- scaffolding, SIOP 29- feedback
15 minutes
TEACHER WORK SAMPLE
28
3 minutes
Focus Lesson (I do it) I will split the students up into their groups and model with obsidian how to identify its type by classifying its properties: luster, texture, hardness, color, layering, etc. This is a shiny and smooth rock and I know that rocks become like this through heat. Since it does not have layering, I know this rock is not a sedimentary rock since sedimentary rocks are made up of layers of sediment. Using my background knowledge of metamorphic rocks that Ive seen, I know that metamorphic rocks are usually have sparkles in it because they are the fanciest rocks can get. So I think that this rock is an igneous rock. SIOP 10- appropriate speech, SIOP 11- clear explanation Formative Assessment: Learning Goal Understand how to classify rocks by properties and type.
Success Criteria Listen to teacher modeling.
Assessment Strategy Observation, Teacher talk
Modification/accommodations: display my list of properties on the smartboard so they can see how I go through the process of classifying by type. Guided Instruction (We do it) We will fill out the list of properties for obsidian as a class to see if my identification is reasonable. Formative Assessment: Learning Goal Understand how to classify rocks by properties and type. Success Criteria Check list of properties to see if identification makes sense. Assessment Strategy Observation, questioning
2 minutes
Modification/accommodations: display my list of properties on the smartboard so they can see what things they should look for as they classify their rocks. Collaborative/Cooperative (You do it together) Students work with their group and use the list of properties and their background knowledge of what they know about igneous, sedimentary, and metamorphic rocks to identify what type of rock they have. They check off the properties as they go. After all the rocks have been classified, each group presents their rock to the class by only talking about its properties and not saying its type (or the name if they know it). The students in the audience then write I, S, or M on their whiteboards. The presenting group tells what they have identified the type as. (The point of this activity is for students to examine the properties of rock and use higher-order thinking based on what they have learned about how each type forms to identify what type their rock is.) SIOP 7- link to background, SIOP 6- meaningful activities, SIOP 15- higher-order thinking, SIOP 16- opportunity for interaction, SIOP 17- grouping supports objective, SIOP 22- language skills: talking, SIOP 23- content objective supported, SIOP 24- language objective supported, SIOP 25- students engaged Formative Assessment: Learning Goal Classify rocks. Success Criteria Work with group to classify a rocks type. Assessment Strategy Observation Feedback
20 minutes
Modification/accommodations: I will divide the students into mixed ability groups. Students write I, S, or M for each type rather than the whole name. Higher students can write the whole name. SIOP 5- adaptation of content Independent (You do it alone) Students write on white boards the correct type for each group. This will help me see if they understand how each type forms and the properties associated with each type. Summative Assessment: white board observation SIOP 30- assessment Modification/accommodations: Students write I, S, or M for each type rather than the whole name. Higher students can write the whole name.
10 minutes
TEACHER WORK SAMPLE

Closure/Review of walk-aways, vocabulary, and essential questions (Note: Closure includes student interactions, reflection, and/or demonstrations.) Students lead review of properties with actions. We will read each objective for the whole unit and decide if we accomplished each.
29
10 minutes
TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for this lesson? I need to already have the groups decided beforehand and have students sit with their groups. I need to have a list of properties for each group and one on the smartboard. Each group needs one rock. This lesson will take approximately 60 minutes.

How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set to improve my practice and student learning? The students pretty well on classifying their rocks with their groups which shows me that they understood the concept of properties. The review game, Quiz, Quiz, Trade was a great way to activate their knowledge and get them excited about the lesson. I definitely will use that game in the future. Reviewing with the student in this way before they classified their rocks helped them remember what kinds of things they should be looking for and modeling how I identified my rock was a good way to show them how to actually look for the properties. In retrospect, I should have split the class into more groups because six in a group was too much. The more assertive students tended to monopolize the rock investigation, leaving the lower or shyer students to watch and not be as involved. Smaller groups would have helped keep all students engaged and active in the investigation. I chose to have only four groups because I thought it would save time when they presented their rocks to the class which it did, but did not all students were completely involved during the investigation.
Standard IV: Assessment of student learning Accurate and clear summary of individual student performance on assessment: From the pre- and post-assessment data, most students improved as expected, though not all students had great improvement. The students who did not make great gains included two ELL students and three students below grade level in reading. Two of these students were not present when I taught my unit, however,
TEACHER WORK SAMPLE
30
they received instruction for an additional two weeks from other second grade teachers as part of our rotation schedule. I read the pre-test aloud to the whole class but did not read the post-test aloud. I looked in depth at three students: students 11, 23, and 24. Student 11 is an English Language Learner (ELL) and is low in reading and math. He usually puts in medium effort on everything and is often unfocused during instruction and individual work. He needs glasses but his mother will not take him to the eye doctor so he is seated close to the board though he still needs to squint to see it. On the pre-test, student 11 missed five questions out of ten (student pre/post-assessments can be found in appendix C). Because of students 11s low reading level, for written summative assessments I wrote sentence starters on the board and reduced the required amount of writing to ensure that he would be able to complete the summative assessments (see appendix B). The students in my class did not complete the summative assessment listed in my first lesson because this was part of my revision after the week I taught my class. However, I retaught lessons 2-4 and my class did get a chance to fill out the foldable describing how each rock type forms. Student 11 was only required to write two sentences about how each type forms and just list the name of the rock and some of its properties. I made this adaptation because of his low reading ability. When we filled in our graphic organizers as we classified rocks, student 11 was only required to write the name of each rock once and then just the first letter. This helped him stay engaged during instruction. He did not write anything on the back of this worksheet where they were supposed to write one sentence about how each type forms. On the post-test, student 11 missed six questions out of tenperforming worse on the post-test than on the pre-test. I believe that his score went down in large part because I did not read the post-assessment aloud. I wrongly assumed that because my students had been exposed to all the vocabulary on the test that they could read it on their own. This was a gross mistake on my part because I should have read it to my ELL students and the students who are greatly below grade level. I know that these students as well as student 11 would have done so much better if they had had the test read to them. Though he missed one more on the post-assessment than he did on the pre-assessment, he did get all three questions about how igneous, sedimentary, and
TEACHER WORK SAMPLE
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metamorphic rocks form correct. Since this was one of the main focuses of my unit, I feel that student 11 did make improvements. Student 23 is on level in reading and math, however, she is unmotivated and slower paced during whole group and individual work. On the pre-assessment she got seven out of ten questions correct (see appendix C). Since this was a multiple choice test, it is not very clear whether or not she understood the concepts or if she just guessed. Only in comparing the results of her post-test is this made clear. Student 23 received seven out of ten points on the post-assessment just as on the pre-test. In looking only at this score it appears that she made no improvements, however, considering that she only missed the questions that referred to specific rock names, I feel that she understood the concepts of the unit but could not remember the rock names we associated with each rock even though every student wrote about these rocks in their rock type foldable and actually had their own sample of pumice, sandstone, and quartzite. On the summative graphic organizer in which students classified rocks by their properties, student 23 only wrote the name of each rock once and then the first letter after that so that she would remain on task and complete the graphic organizer alongside the class. I had to keep track of where she was throughout the lesson to remind her to pace well. She did write a correct sentence about how metamorphic rocks form on the worksheet that was on the back of this organizer. Student 24 puts in substantial effort in everything he does and his writing is usually very organized and thorough. Student 24 is considered borderline gifted and talented student (GATE) because he often knows the majority of answers before receiving instruction. However, on the pre-assessment, he scored two points out of ten. I was surprised when I graded his assessment because I expected that his pre-test score would be high. Though he did not have a high score on the pre-assessment, student 24 did demonstrate a remarkable background knowledge regarding rock types and how they form during class and small group work. When student 24 completed his rock type foldable, he wrote more than the required amount and used many vocabulary words to describe how igneous, sedimentary, and metamorphic rocks form. He also listed more than the required three properties to describe each sample of rock and also listed other rocks for each type. For the classification graphic organizer, he wrote out all the names and finished classifying each rock on his own and
TEACHER WORK SAMPLE
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ahead of the class. He also wrote two sentences about how metamorphic rocks form with an example and most likely would have done the same for igneous and sedimentary if time had permitted. On post-assessment, student 24 greatly increased is score by getting eight out of ten points. He only missed 2 questions which pertained to the properties texture and luster. He missed these questions on pre-assessment as well. I believe that he missed question 4 about sandstones texture in large part because his background knowledge about weathering and erosion. He communicated to me that wind and water make rocks smooth and since the red cliffs that are made of sandstone in southern Utah face a lot of wind and sedimentary rocks were usually under water at some point, it made sense to him that sandstone would be best described as smooth. The other question that student 24 missed was about obsidians luster. He circled dull as many of his classmates did. This shows me that I did not explain the difference between dull and shiny as well as I should have. Formative assessments used throughout unit: 1. To understand properties and classification, students classify classmates based off of clothing, hair, or eye color and height. After learning and using the vocabulary, students worked in small groups to classify and sort rocks by their properties. I circulated the room and encouraged students to try different ways to classify their rocks. Students shared how they classified their rocks with the whole class. 2. I passed around a sample of obsidian so students could observe its properties. Students then shared what they observed to their partner. They listened to stories about how igneous rocks form. 3. Students listened to stories about how sedimentary rocks form while I passed around sedimentary rocks for them to observe. They shared properties with partners, answered questions, and made predictions about what can be found in sedimentary rocks. 4. Students listened to stories about how metamorphic rocks form and answered questions. They made their own metamorphic rock out of taffy and discussed with their partner why their rock changed. 5. Students participated in whole group, small group, and partner discussions about properties of rocks and how to classify them. As we filled out a graphic organizer about rock properties, I had students come up and write the rock names under the correct columns on our big chart on the board.
TEACHER WORK SAMPLE
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6. To review vocabulary and concepts, we played Quiz, Quiz, Trade. Students were each given one flashcard with a questions and the answer. Then then pair up and quiz each other. After they check their answers, they trade flashcards and then find a new partner. This was a fun way for students to review and show what they knew. I played this game with them assess the understanding of every student. I
Pre/Post-test data of all students
made sure to provide more explanation of
the concepts students struggled with. Students worked in groups to classify a rock by type. Then they presented their rock to the class using only clues while the rest of the class wrote their guesses about its type on their individual whiteboards. This lesson was essentially taught by the students as they demonstrated their knowledge to me and the class. Explanation of how evidence from assessments supports or contradicts pre-assessment findings: The results of the pre-assessment were scattered: some students only missed three questions while others missed up to eight. From this data I realized that many students either had background knowledge about rocks or were really good at guessing as it was a multiple choice test. It was apparent, however, that none of the students fully understood how igneous, sedimentary, and metamorphic rocks form as these were the most missed questions. The most missed question on the pre-assessment was questions 1: _________ rock forms when melted rock cools and hardens. (a) metamorphic, (b) igneous, (c) sedimentary. Most students put (a) metamorphic. The assessments administered throughout this unit supported the pre-assessment findings for the most part. Through the use of formative assessment, I determined that many of the students only guessed on the pre-assessment and had no substantial background understanding about classifying rocks or their types. In addition, the test and the unit included scientific words that required demonstration, repetition, and student use. On the pre-assessment, I noticed that the last question had two correct answers so I changed the choices to fit the rock that were observed during the unit. Most students made substantial gains on the post-assessment though the most missed question was question one just like with the preassessment. Relevant student performance documentation presented in charts, graphs, etc.
TEACHER WORK SAMPLE

Students Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8 Student 9 Student 10 *Student 11 (ELL) Student 12 Student 13 Student 14 Student 15 Student 16 Student 17 Student 18 Student 19 Student 20 Student 21 Student 22 *Student 23 (Ability- on) *Student 24 (Ability- high) Average score Pre-test N/A absent 5 6 5 7 5 N/A new student 7 7 5 5 4 6 6 4 7 4 6 6 3 6 4 7 2 5.3/10 Post-test 9 9 10 10 8 10 7 N/A absent 10 6 4 5 9 8 8 8 6 4 5 10 8 9 7 8 7.8/10
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Pre/Post data graph of all students

12 10 8 6 4 2 0
Pre-test
Post-test
Qualitative narrative:
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When I compare the pre to post-assessment data, I feel my teaching was effective in regards to how igneous, sedimentary, and metamorphic rocks form. On average, the students improved by two questions. I believe these results could have been higher if I had read the test aloud for the ELLs and students with lower reading levels as I did with the pre-assessment. As is evident from the pre/post data only three students did worse on the post-assessment than they did on the pre-test. These three students are all below grade level in reading and would have done better if they had had the test read aloud to them. Uses assessment data to draw conclusions about all students through evaluation: From the data gathered, I can see that most students improved. After evaluating the assessments, I feel that I could have been more effective in my instruction and more explicit with vocabulary by using more models and demonstrations. However, with re-teaching and supported provided to ELLs and lower students, I believe all students can achieve the objectives.
Informed conclusions about subgroups student learning drawn through disaggregated data: For the most part, those who scored low on the pre-assessment scored well on the post-assessment. I was surprised by how well the majority of my lower students did on the post-test and throughout the unit. I was also surprised by how low my higher students scored on the post-test. Students who scored 4/10 or less on the pre-assessment
Student 12 15 17 20 22 *Student 24 (Ability- high) Pre-test 4/10 4/10 4/10 3/10 4/10 2/10 Post-test 5/10 8/10 6/10 10/10 9/10 8/10
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Average score 3.5/10 7.6/10
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The average score for the students who struggled on the pre-test is 3.5/10. After the unit, students took a posttest and the average score for these same students was 7.6/10.
Students who scored 5/10 or higher on the pre-assessment

Student 2 3 4 5 6 8 9 10 *Student 11 (ELL) Pre-test 5/10 6/10 5/10 7/10 5/10 7/10 7/10 5/10 5/10 Post-test 9/10 10/10 10/10 8/10 10/10 NA 10/10 6/10 4/10
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13 14 16 18 19 21 *Student 23 (Ability-on) Average score 6/10 6/10 7/10 6/10 6/10 6/10 7/10 6/10 9/10 8/10 8/10 4/10 5/10 8/10 7/10 7/10
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The average score for the students who did somewhat well on the pre-test is 6/10. After the unit, students took a post-test and the average score for these same students was 7/10. When examining the assessment data from both tests, it is apparent that my struggling students improved more than the higher students. The struggling students had more room for improvement while the higher students seemed to have had more background knowledge concerning rocks. The higher students average score only improved by one point while the struggling students improved their average score by almost four points. Looking at this data shows me that my teaching was more effective than I first thought it was. Another subgroup that I can make a conclusion about is the ELLs in my class. There are five ELLs in Mrs. Ss class. All five took the pre-assessment and only four took the post assessment. The ELL students average score went down by .2 points. Two ELL students, 14 and 15, scores improved by two to four points. These two students are in the beyond reading group and were not as negatively affected by me not reading the post-test aloud as the other ELLs.
ELL students 8 *Student 11 12 Pre-test 7/10 5/10 4/10 Post-test 0/10-did not take the test 4/10 5/10
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14 15 Average score 6/10 4/10 5.2/10 8/10 8/10 5/10
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The ELLs average score on the pre-assessment is consistent with the whole class. The whole class average was 5.3/10 while the ELLs average score was 5.2/10. The whole class average score on the post-assessment was 7.8/10 and the ELLs average score was 5/10. This shows me that, while my struggling students improved on the post-assessment even without having the test read aloud, the ELLs still needed the support. This further emphasizes to me the importance of providing scaffolding and other accommodations for English language learners.
ELL average scores

10 9 8 7 6 5 4 3 2 1 0 ELL ELL pre-test ELL Whole Class Whole Class Class post-test ELL post-test Class pre-test
Narrative discussing analysis of student learning data: I feel that the majority of my students understand how to classify rocks based on the properties of texture, hardness, luster, size, layering, color, and type. They also understand how each type forms. Seven students scored 7/10 or less on the post-assessment. These seven students include two ELLs that are low in reading along with the other five students. This tells me that I need to provide more scaffolding and support to my struggling students and ELLs throughout the unit. However the data is not as encouraging as I would like, based on student engagement and interest during the unit and activities, I feel that my students benefitted from
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my unit because they were excited to actually examine rocks. From this experience, I know that I can improve my teaching and make it more effective by providing more explicit instruction using more demonstrations and modeling. When I have my own classroom and teach this unit again, I will make sure to extend these science concepts into every subject. I also need to provide more support to my struggling students and ELLs as well as providing more meaningful modifications for my higher ability students so that all students can progress and be successful.
Standard V: Reflection and self-evaluation I taught this science unit as part of a three week rotation schedule on September 23 to October 11. I taught my class the first week of this rotation schedule and administered the pre-assessment to just my class on the first day. The post-assessment was given three weeks later as was the decision made with my grade teams and mentor teachers advice. Throughout these three weeks, we reviewed my unit in addition to the new information my students were receiving from the other two teachers who were teaching additional lessons about rocks. DM 1: Diversity This component was somewhat difficult to address in this unit. However, during instruction, I focused on the cultures in my class and how they view education. I have some students whose family culture does not view education as the top priority. These students often do not stay on task or do not always put in their best work and parental involvement is almost nonexistent. To address these issues, I monitored students work and contacted parents about classroom activities and student progress. DM 2: Effective Pedagogy
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In this unit, I used the SmartBoard during various lessons to display sentence starters and to fill out the classification graphic organizer as a class. I also showed a Brainpop Jr. video to review the vocabulary and videos of a lava flow in Hawaii and of the cliffs in Snow Canyon and Zion National park. This use of technology enhanced student learning by allowing students to actually see the rock types they were learning about in real-life environments and to participate in using the technology. DM 3: Subject Matter I have a strong background and interest in geology and many different samples of different types of rocks which helped make my unit hands-on. Because of this interest, I was able to confidently teach my students about the properties and types of rocks and how we can classify them while inspiring student excitement and interest in the subject matter. DM 4: Environment I create a physically and emotionally safe classroom with my classroom management techniques. The physical safety of the classroom is maintained through procedures in which students push their chairs in when they leave their seat, put away their backpacks in cubbies, and by keeping cleaning and other potentially hazardous items out of reach. Also, I have team leaders pass out materials instead of having all students scrambling for the materials at the same time. This procedure maintains order and my control of the class. One of the management techniques that I learned before teaching my unit that keeps my classroom emotionally safe is saying I am waiting for a few students attention instead of calling students out by name. This helps students know that they need to be paying attention without making them feel picked on which can make them shut down or act out further. I used this technique throughout the teaching of my unit and it kept students on task and engaged. A management practice that I caught myself using that was not very effective in keeping all students engaged was asking Raise your hand if you can tell me and then only calling on the same people who always raise their hands. This caused the other students to disengage at times because they thought they did not need to learn the information because other students would answer the questions. To fix
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this, I started using more partner and group collaboration in which students teach each other the concepts I had just taught. After sharing with partners, I then would randomly pick students using a random selector to answer questions. This was very effective in keeping students engaged and listening because they did not know who would be called on to the answer questions. DM 5: Reflection When I initially started teaching this unit to my class, I concluded that the summative assessments that I originally planned for the lessons about rock types did not necessarily connect to the objectives. I originally had my students make their own model of an igneous and sedimentary rock out of playdoh and a metamorphic rock out of taffy. While the playdoh activity was fun and made the students interested and engaged, it was not aligned with the objectives of observing properties of rocks and understanding how they form. I then redesigned these lessons based off of a new summative assessment in which students were given a foldable to record how each type forms, common properties of each type, and an example. Students were then given a small sample of an igneous, sedimentary, and metamorphic rock to glue on the front of their foldable to make the concept of rock types and their properties observable and more meaningful. I still used the taffy activity when I taught about metamorphic rocks because it aligned with the objective as it allowed students to observe firsthand how heat and pressure can alter things, which is how metamorphic rock form. I retaught my class using this foldable and then used it when I taught the other three second grade classes. It was a much more effective assessment of student learning than the playdoh models. DM 6: Teaching disposition Teaching this unit helped me learn that teaching is not always perfect and it is alright to have to make changes and reteach. This is something that I have known to be true as I have gone through the education program, but my student teaching provided me with the opportunity to experience it firsthand. I understand more how important it is to reflect on the effectiveness of my teaching and the validity of my assessments. I also learned more about the value of having a team to work with and get advice from. I sought advisement from
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my grade team on numerous occasions and worked with them to design and evaluate the assessments and learning activities. Because I was sharing my rock collection for this unit, I invited students to start their own rock collections and to classify them by their properties. During the three weeks of this unit, students in all second grade classes shared their findings and observations with me. I also encouraged students to share what they were learning about rocks with their parents and many of these parents expressed their appreciation for sparking their childs enthusiasm. Some students went to Snow Canyon or Zion over fall break and brought me pictures of the sedimentary and igneous rocks they saw. I feel that this unit was a great opportunity for students to share their excitement about learning with their families and for me to get to know my colleagues and students and their families better.
References
Murphy, S. J., (2000). Daves down to earth rock shop. New York, NY: HarperCollins. Williams, S. D., (2013, August 19). Hard facts. Retrieved September 17, 2013, from http://shanedwilliams.com/funny_poems

Ashley Hobson Let's Get Rockin': Classifying Rocks Dates Taught: September 23 To October 11 2 Grade Science

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Ashley Hobson Let's Get Rockin': Classifying Rocks Dates Taught: September 23 To October 11 2 Grade Science

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TEACHER WORK SAMPLE

TEACHER WORK SAMPLE

TEACHER WORK SAMPLE Standard I: Classroom contextual factors

TEACHER WORK SAMPLE Figure 1.2

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High Reading Levels

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B. Utah State Core or Common Core Curriculum Standard

C. Enduring Understanding/Big Idea

D. Essential Questions/Guiding Questions

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TEACHER WORK SAMPLE Standard III: Lesson plans

Vocabulary: classify, properties, hardness, texture, luster SIOP 9- key vocabulary

Approx. Time 3 min

ACTIVE LEARNING PLAN

TEACHER WORK SAMPLE SIOP 26pacing

Formative assessment: Learning Goal Classify classmates by properties.

Success Criteria Students classify each other by observable properties

Assessment Strategy Observation Questioning

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REFLECTION AFTER LESSON

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ASSESSMENT EVIDENCE (What evidence do I need to show the students have

Modifications/Accomodations (ELL, IEP, GATE, etc.)

Approx. Time SIOP 8wait time, SIOP 26pacing 3 min

ACTIVE LEARNING PLAN

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Formative Assessment: Learning Goal Understand how igneous rocks form

Success Criteria Listen to the story and watch the demonstration

Assessment Strategy Observation Questioning

Success Criteria Share with buddy.

Assessment Strategy Observe, Listen Questioning

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REFLECTION AFTER LESSON

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ASSESSMENT EVIDENCE (What evidence do I need to show the students have

Modifications/Accomodations (ELL, IEP, GATE, etc.)

Approx. Time 2 min

ACTIVE LEARNING PLAN

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Success Criteria Listen to and watch the modeling.

Assessment Strategy Observe that each student is watching and questioning

Success Criteria Observe the demonstration and listen to the story

Assessment Strategy Questioning Listen Observation

Formative Assessment: Learning Goal Know how sedimentary rocks form.

Assessment Strategy Listen Observe

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REFLECTION AFTER LESSON

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ASSESSMENT EVIDENCE (What evidence do I need to show the students have

Modifications/Accomodations (ELL, IEP, GATE, etc.)

ACTIVE LEARNING PLAN

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Success Criteria Discuss with buddy.

Assessment Strategy Observe Listen Questioning

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REFLECTION AFTER LESSON

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ASSESSMENT EVIDENCE (What evidence do I need to show the students have