CWS PART 1
Candidate Work Sample
Teacher’s Name Brittany Lorick Grade Level Kindergarten
School Elementary School Year 2011
CWS Section I:
The Body: Identifying the functions of the sensory organs
CWS Section II: Contextual Factors
My kindergarten class consists of sixteen students and is rich in diversity of ethnic backgrounds. The majority of the students come from families of low socioeconomic class. The school is located in Ladson, SC which is in Berkeley County. The academic levels of the students in this particular classroom vary. The majority of the students are pulled out of class during the morning for direct instruction, while the students who are currently on grade level stay in the classroom. It is evident that many of the students came to school this year with no prior knowledge in relation to their own bodies and other science concepts. In contrast, there are a few students who have obviously received a preschool education and/or help from parents or other guardians prior to entering the class in August. Many of the students in the class live with single parents, entire extended families, or court appointed guardians. A few students have parents who are deceased or living in jail. Parental contact is at a minimum in the classroom, as few are involved with their children’s work and progress at school.
Step 1- Identify Overall Classroom Demands
Classroom Organization
· There will be a SmartBoard at the front of the classroom and a rug for students to gather for whole group instruction. Students’ desks will be arranged in tables surrounding the classroom rug. Cubbies will line the back right wall of the classroom and serve as a place for the students to store their belongings. A classroom library will be located at the front left hand corner of the classroom and computers will be on the back wall near the door. Overall, the classroom will be very print-rich and display many posters, bulletin boards, student work, and a calendar. The room will be well lit with much natural light from the windows on the right side of the classroom. There will be a class restroom and a counter with two sinks and water fountains. At the back center of the class, there will be a rectangular table for the teacher’s assistant to complete work. This table will also serve as a location for small group work and an area for the teacher to meet with students who need additional help. Also, there will be a teacher’s desk on the left side of the SmartBoard with a laptop to access the SmartBoard technologies.
· The teacher will ensure that the students know the schedule and procedures for each day. They will be discussed each morning. Chores will be posted on the classroom door (line leader, door holder, class ambassador, lights, etc.).
· The classroom will provide a warm, loving environment for all students. All students will be valued and respected by their classmates and the teacher. Students will understand differences and that everyone is unique and special.
· Classroom rules will be posted in the room. They will be introduced at the beginning of the school year, and be created by the teacher with the assistance of all students. The teacher will focus on positive behavior intervention strategies by rewarding good behavior with class parties and trips to the treasure chest. Students will be responsible for their own behavior, know the consequences for their actions, and take responsibility when they have done wrong. They will be in charge of moving their boat on the consequences chart.
· The teacher will have the students doing something constantly. To avoid student boredom and behavior issues, the teacher will spend a short time on each subject.
Classroom Grouping
· Whole groups will be utilized during Morning Meetings, calendar work, story time, and when the teacher is instructing the entire class or introducing a new topic.
· Small groups will be used during reading groups, math groups, and any other time the teacher sees fit. Each group will be based on the students’ level of achievement which will be re-assessed continuously throughout the school year.
· Individual instruction will be utilized during seatwork time, during small groups, and when students are having trouble grasping a new concept. The teacher will use this time to provide scaffolding to the students who need it.
Instructional Materials
· Manipulatives will be used by the teacher as much as possible. Manipulatives will be stored on shelves on the left side of the classroom. Counters will exist for math lessons. There will be manipulatives to use with all subjects, including science.
· Students will make use of technology such as Smart Board technologies, and computer software such as StarFall and HeadSprout.
Instructional Methods
· The teacher will use direct instruction when introducing new concepts to the students and when summarizing lessons. The teacher will use modeling and clear examples to ensure that the students fully understand new ideas and are capable of carrying out work and skills independently.
· Once the teacher has introduced the new topics and ideas, students will be able to apply what they have learned in the form of small groups, whole class activities, and independent work.
· Scaffolding will be used by the teacher to ensure that students reach their highest learning potential. The teacher will approach students having difficulties and offer assistance by using scaffolding.
· Once students have a deep understanding of new material and concepts, the teacher will have them independently work at their seats to gain more practice. During this time, he/she will still monitor the class and offer scaffolding to students who seem to need it.
· Homework will only be assigned once or twice during the week. Homework will be sent home with students in their folders and the students will have several days to complete it. All work sent home will have sufficient instructions to enable parents to help their children. If parents need additional assistance, they may contact the teacher by phone, email, or through use of the daily communication log.
Student Evaluation
· Pre-assessment testing will occur at the beginning of the school to enable the teacher to know what academic level students are currently achieving on. Additional assessments will occur throughout the year so that the teacher can track progress.
· Much student work will be graded so that teachers and parents know how their children are doing in class. Also, by doing this the teacher can help students correct things that they have answered incorrectly during class time.
· Assessments should be performance based in the classroom. Students will be able to display what they know by completing writing assignments, experiments, and group projects. Work will be assessed in a variety of ways.
· Portfolios will be created for each child in the classroom. Graded work will be placed in the portfolios for teachers to share at parent teacher conferences. Students will also have the ability to take part in their own assessments, by choosing some of their own work pieces to be included.
C. Case study student description
Billy is a five year old student in the classroom with Autism and speech/language disorders. He has been in an inclusive classroom setting the entire school year and seems to be progressing steadily. Billy receives several special education services, including thirty minutes of direct speech therapy services twice a week, and direct occupational therapy once a week for twenty minutes. Overall, he is a happy and good natured child. He appears to enjoy coming to school and is usually eager to start his day. Upon arrival in the classroom, he signs in by moving his name card and puts away his coat, backpack, and lunch bag. Once he has put away his things, he begins playing and completing his morning work until the teacher is ready to begin the class with a Morning Meeting. He easily transitions between activities. However, he sometimes needs a picture to transition to teacher-directed activities when he is engrossed in his play. Billy lives at home with both his mother and father, who are fully committed to his work, development, and progress at school.
- Step 2 (N)- Note Case Study Student Strengths & Needs
- He has made good progress in social development with following directions, peer interactions, and language development. (+)
- He has good cognitive skills. He can count to 29, identify numerals 1 to 29 or more, identify all upper case letters and some lower case, state his first and last name, spell his name, identify basic shapes and colors, and continue ABA patterns. He can also sort items by color, shape, size, and kind. (+)
- He demonstrates an understanding of verbs in context, pronouns, part/whole relationships, and can follow two-step commands without cues. (+)
- He is becoming more independent and prefers child-directed activities. He is also very well-rounded in his play choices. (+)
- He enjoys moving, such as with singing and taking part in finger plays. (+)
- He enjoys sensory play (sand, beans, corn, seeds, rice, flubber, playdough, and shaving cream). (+)
- He has a short attention span for teacher-directed activities. (-)
- He does not offer a consistent response without a verbal or physical prompt during therapy. (-)
- He often lacks confidence to speak in front of the class due to his speech impairments. (-)
- He has trouble forming sentences both in his speech and writing. (-)
- Step 3 (C)- Check for Potential Case Study Student Successes
- The student can transition well between activities with picture cues.
- The student can offer consistent responses when continuously prompted by the teacher.
- The student is capable of sitting still and listening for short periods of time (5-15 minutes).
- The student can work cooperatively with other students when teamwork is initiated by the teacher.
- The student can perform activities well that allow for much movement.
- The student stays engaged in school if he knows what to expect in relation to the daily schedule. He is always eager to know what is coming next.
- STEP 4 (L)- Look for Potential Problem s (Mismatches):
- The student may have difficulty forming sentences due to his speech/language impairment and may lack the confidence to speak in front of the entire class in a group setting.
- It may be difficult to keep his attention for long periods of time.
- He may have difficulty sitting on the rug for long periods of time during whole-group instruction.
- He may have trouble with word order in his writing.
CWS Section III: Unit Plan (Part A)
A. Unit Outline
Make a detailed outline of the instructional unit using the table below. Identify unit objectives and their correlated standards or expectations.
Unit Objectives (Key Element 2.A) | Correlated Standards/Expectations |
| Science Standard K-3.2 Identify the functions of the sensory organs (including the eyes, nose, ears, tongue, and skin). |
| Science Standard K-3.2 Identify the functions of the sensory organs (including the eyes, nose, ears, tongue, and skin). |
| Science Standard K-3.2 Identify the functions of the sensory organs (including the eyes, nose, ears, tongue, and skin). |
| Science Standard K-3.2 Identify the functions of the sensory organs (including the eyes, nose, ears, tongue, and skin). |
| Science Standard K-3.2 Identify the functions of the sensory organs (including the eyes, nose, ears, tongue, and skin). |
| Science Standard K-3.2 Identify the functions of the sensory organs (including the eyes, nose, ears, tongue, and skin). |
| Science Standard K-3.2 Identify the functions of the sensory organs (including the eyes, nose, ears, tongue, and skin). |
CWS PART 2
Candidate Work Sample
Teacher’s Name Brittany Lorick Grade Level Kindergarten
School Elementary School Year 2011
CWS Section III: Part A Section B: Unit Plan
B. One Lesson Plan-
Review Five Senses
I. State Standard: K-3.2 Identify the functions of the sensory organs (including the eyes, nose, ears, tongue, and skin).
II. Behavioral Objective: The students will identify the function of all five of the sensory organs.
III. Assessment: The students will correctly complete the My Five Senses Book by both filling in and drawing what they see, hear, smell, touch, and taste.
IV. Materials: timer, six brown paper bags, six small envelopes, six metal tins, six kaleidoscopes, small stuffed animal or doll, dice, balloons, seashells, cotton balls, rocks, coins, erasers, beads, lemons (enough for every student to have a slice), strawberries (one for every student), ground coffee, cinnamon, orange, coconut juice, lavender, a My Five Senses Book for each student (http://worksheetplace.com/mf/A-5-Sense-Book.pdf), and My 5 Senses by Aliki
V. Procedure:
1) Mini Lesson:
a) TTW tell the students, “Today we will review the five sensory organs and their functions”.
b) TTW read the book, My 5 Senses by Aliki. While reading, the teacher will ask the students questions in relation to what the character sees, hears, smells, tastes, and touches.
2) Activity: TTW tell the students that there is a station for touch, sight, hearing, smell, and taste. TTW call the students by groups to go to each of the stations. TSW remain at each station for five minutes and then rotate to the next (TTW use the timer to keep track of how long the students are at each center). The students will cycle through each of the five centers, where they will use their five senses.
a) Touch: There will be six paper bags, each containing a different item (dice, balloons, seashells, cotton balls, rocks, & a small stuffed doll). TTW place a bag in front of each student at the touch center. TSW identify objects inside of the numbered bag in front of them by reaching their hands inside without looking. After the student has made a prediction, he/she can look inside of the bag to see if they were correct. Next, TSW pass their bag to the child on the right side of them until each student has had a turn with every bag.
b) Sight: TSW look through kaleidoscopes.
c) Hearing: There will be six small tins, each containing a different item (coins, erasers, dice, beads, rocks & seashells). TTW place a tin in front of each student at the hearing center. TSW shake the small metal tin in front of them and make a prediction about what is inside it. Once the student has made a prediction, he/she can open the tin and see if they were correct. Next, TSW will pass their tin to the individual to the right side of them until each student has had a turn with every tin.
d) Smell: There will six numbered envelopes, each containing a different scent (coffee, cinnamon, lemon, orange, coconut, & lavender). TTW place an envelope in front of each child at the smell center. TSW will identify the scent in the envelope in front of them, and then pass it to the individual to the right of them until each student has had a turn with every envelope. Once every child has had a turn with every envelope, TTW tell them what the scents are (coffee, cinnamon, lemon, orange, lavender, & coconut).
e) Taste: TTW place a napkin with both a strawberry and a lemon in front of every student at the tasting center. TSW taste the lemons and strawberries and tell whether they are sweet or sour.
3) Closure:
a) TTW call the class to the carpet and ask questions about what they learned in the five centers. TTW call on students to tell what they touched, saw, heard, smelled, and tasted.
b) TTW review what was done at each center (touching, tasting, hearing, smelling, and seeing), and call on students to tell which sensory organ was used at each station and the purpose of each.
c) TTW show the class the My Five Senses Book (see attached) and demonstrate how to complete it by reading each page aloud and explaining to the students that they will draw and fill in what they see, hear, smell, touch, and taste. TTW tell the students that they can draw and write the examples from today’s class or anything that they wish to use.
d) TTW dismiss the students to their seats, and have them take out their pencil and crayons.
e) TTW pass out a My Five Senses Book to each student to complete individually at their seats.
VI. Adaptations:
-If the lesson is too easy: Teachers will ask students to think of other things that they smell, taste, touch, hear, and see.
-If the lesson is too hard: Teachers will help the students first identify what they are doing (seeing, touching, tasting, hearing, smelling) and then ask what sensory organ is used to do it, pointing to each of the five.
VII. Resources:
Aliki. My Five Senses (1989). Harper Collins: New York, NY.
Worksheet Place. (2011) Retrieved April 16, 2011, from http://worksheetplace.com/mf/A-5-Sense-Book.pdf
Step 5 (U)- Use information gathered to brainstorm adaptations for your case study student.
Accommodations
- Prior to transitions, the teacher will give five and one minute reminders to the whole class. Students may also move from place to place with a partner. “Individuals with Autism report that changes can be extremely difficult, causing stress and feelings of disorientation” (Kluth 2003).
- When it is time for students to transition between the five stations, a song will be played to indicate that it is time for them to stand up and walk to the next station. The same song will be played each time. Misbehavior is more likely to occur during transitions, and “such transitions times can be especially difficult for students with Autism, as they require shifts in attention and behavior” (Goodman & Williams 2007). Therefore, “A song indicating that it is time for a change in activity may gain students’ attention by cueing the required behaviors” (Goodman & Williams 2007).
- Visual schedules will be displayed in the classroom with large pictures, which are easy to see from a distance. During the science lesson activity (and all other lessons), the teacher will model how do the activities requested, which will consist of rotating between the five sense stations. “The use of visual schedules and a variety of modeling techniques can be used to increase their independence and reduce the need for continuous teacher intervention” (Goodman & Williams 2007).
- Daily routines in the classroom will be consistent. Each day’s schedule will be discussed during Morning Meetings. “Consistent routines lower all students’ anxiety and increase their ability to function independently in the classroom” (National Education Association 2006).
- When the teacher is reading the book aloud, students will each have their own copies to follow along with. “Students with ASD have difficulty attending to the story, as they are again, required to focus on instruction and materials from a distance” (Goodman & Williams 2007).
- The students will use a “picture exchange communication system, where they hand a card with a picture on it to one of the teachers when attempting to make a request. “ The picture exchange communication system (PECS) is a strategy for teaching individuals with ASD to initiate communication with peers and others” (Friend and Bursuck 2009). Students will eventually “use this system to form sentences and answer questions” (Friend and Bursuck 2009).
- Students will be free to hold stress balls, or other small objects as long as they are not a distraction. “Students with autism also may have unique behaviors that are tied to sensory needs, like the desire to spin, rock, or feel pressure against their skin. Instead of meeting this need in a way that is harmful, like squeezing someone else’s arm, the need is met with therapeutic tools, like clothing that is heavier of worn closely to the skin” (Sullivan 2011). “While allowing learners to move frequently is one way to approach this need, some students can be equally comforted if they have an object to manipulate during the lessons” (Kluth 2003).
- Students will have class jobs which will be posted in the classroom. “Many students with autism are comforted by routines and predictability. Class routines and jobs can provide this type of structure while also serving as opportunities to provide instruction and skill practice” (Kluth 2003).
Modifications
· Since student struggles with forming written sentences, the teacher and assistant teacher can serve as a “scribe for a student who struggles with movement and motor problems, dictating as the student with autism speaks ideas and thoughts” (Kluth 2003). This could be helpful, especially since it is known that, “writing can be a major source of tension and struggle for students with autism” (Kluth 2003).
Step 6 (D) – Decide which adaptations to implement for your case student student.
· One and five minute warnings will be given to all students prior to transitioning to relieve “stress and feelings of disorientation” (Kluth 2003).
· The teacher will play a song (the same one each time) during transitions. “A song indicating that it is time for a change in activity may gain students’ attention by cueing the required behaviors” (Goodman & Williams 2007).
· The teacher will post visual schedules and model all activities for each student. “The use of visual schedules and a variety of modeling techniques can be used to increase their independence and reduce the need for continuous teacher intervention” (Goodman & Williams 2007). However, the case study student will have a personal visual schedule to keep in his pocket at all times.
· Daily routines will remain consistent for all students.
“Consistent routines lower all students’ anxiety and increase their ability to function independently in the classroom” (National Education Association 2006).
“Consistent routines lower all students’ anxiety and increase their ability to function independently in the classroom” (National Education Association 2006).
· During the reading of the book, the case study student will be seated at the front of the class so that he is able to follow along more easily. “Students with ASD have difficulty attending to the story, as they are again, required to focus on instruction and materials from a distance” (Goodman & Williams 2007).
· The case study student will use a PCES to “initiate communication with peers and others” (Friend & Bursuck 2009). He will have a necklace with pictures of common requests (such as using the bathroom, getting water, and needing a pencil, etc.).
· Only the case study student will have a stress ball to hold during group lessons. It is known that many students can be “comforted if they have an object to manipulate during the lessons” (Kluth 2003).
· All students will have class jobs, which will be changed routinely. “Many students with autism are comforted by routines and predictability”(Kluth 2003). Therefore, the case study student will have a class job as well.
Step 7 (E) – Evaluate (case study) student progress
I will track the progress of Billy and his use of the strategies which I will teach him in the classroom through observations. By allowing Billy to manipulate objectives during group guided lessons, I am hoping that he will be able to concentrate and sit still for longer than he can normally. Hopefully through use of the PCES, Billy will improve his communication skills, and learn to rely on his cards when he cannot get the words out.
Billy currently is eager to learn in class, and anticipates what is coming next during the daily schedule. I will provide him with a personal visual schedule, in order to relieve some anticipation and anxiety he is feeling prior to moving to the next tasks. Class schedules will also flow consistently each day. Prior to transitions, I will offer the class one and five minute warnings and play a song during each transition, so that Billy and the rest of the class know where they are expected to go. Also, Billy will be included in the class job roles, hopefully making him more independent and providing an opportunity for responsibility. The effectiveness of each of these adaptations will be re-examined in approximately 2 to 3 weeks.
C. CWS SECTION III, Part B (key elements 3.A and 3.C)
Unit Assessment
The pre-assessment of this lesson will be conducted in the form of the class story time with the book, My 5 Senses. During the oral reading of the story, the teacher will ask the students what the character sees, feels, touches, tastes, and hears. During this part of the lesson, Billy will be positioned near the teacher so that he is able to follow along. He may be prompted by the teacher for questioning.
After the students have listened to the story, been given directions, and rotated through the 5 sense stations, they will be given the post-assessment. The post-assessment will be given in the form of the “My 5 Senses Workbook”, and the teacher will model for all students how to complete this. Students will be sent back to their individual seats, and will then individually complete the workbook by filling in the blank for each of the sentences provided for them, and drawing a picture on each of the pages. Each of the five senses has a page in the workbook, with a sentence to complete and a space for drawing the picture related to using that sensory organ. During this portion of the post-assessment, Billy will be seated with either the teacher or her assistant. The teacher will serve as a scribe for him, dictating everything that he says. Then, Billy will be given the workbook to complete the pictures, which the teacher (or teacher’s assistant) will label with and anecdotal note.
D. CWS Section III, Part D (key elements 2.B)
Activities/Strategies/Materials/Resources (Key element 2.B) | Unit Objective Number(s) |
Whole class story time (My 5 Senses) | 1 |
Students will use their skin to touch items in a paper bag to determine what they are. | 2 |
Students will use their tongue to taste several foods and determine if they are sweet or sour. | 3,1 |
Students will use their ears and shake items in small metal tins to determine what they are. | 4,1 |
Students will use their nose to determine what several smells are. | 5,1 |
Students will use their eyes to look through kaleidoscopes and determine what they see. | 6,1 |
As a group, the students will tell what they saw, heard, touched, tasted, and smelled. | 1 |
The students will correctly complete the My Five Senses Book by both filling in and drawing what they see, hear, smell, touch, and taste. | 7,1 |
ANNOTATED BIBLIOGRAPHY
Friend, M. & Bursuck, W.D. (2009). Including
students with special needs. Columbus, Ohio:
Pearson.
This textbook lists many appropriate accommodations for students with Autism Spectrum Disorders. It also states many specialized techniques that can be utilized when teaching students with ASD. One of these strategies includes the Picture Exchange Communication System, which provides students with a way to communicate through use of visuals.
Goodman, G. & Williams, C.M. (2007). Interventions for increasing the academic engagement of students with autism spectrum disorders in inclusive classrooms. Teaching Exceptional Children (39), 53-61.
This journal article discusses many different interventions that can be used in inclusive classrooms of students with ASD. It lists techniques for all areas of instruction. For example, there are proven strategies to use with both auditory engagement and visual engagement. Some of the strategies include allowing students with ASD to have their own books during group readings, and using certain songs to indicate that there is a transition occurring in the classroom.
Kluth, P. (2003). You’re going to love this kid: Teaching students with autism in the inclusive classroom. Baltimore, MD: Brookes Publishing
This source lists ten ideas for supporting students with autism in the inclusive classroom. These tips can serve as a tool for teachers when attempting to accommodate students with ASD in their classrooms. Several of these tips include supporting transitions, providing class breaks, learning about the student from the student, and giving choices.
National Education Association. (2006). The puzzle of autism. Retrieved from http://www.nea.org/assets/docs/autismpuzzle.pdf
This source provides readers with many strategies to promote success in inclusive classrooms. There are many suggestions that may help teachers provide better learning experiences for students with ASD. The text states the importance of having a highly structured classroom, consistent routines, and class roles for each student.
Sullivan, S. (2011). Autism: Do you have a friend who thinks in pictures?. Retrieved from http://www.pbs.org/newshour/extra/teachers/lessonplans/health/jan-june11/autism_04-15.html
This article includes an overview and background of Autism, providing readers with information on how it is diagnosed. There is much information on how people with autism actually learn, and many tips for approaches to learning. Most of these approaches are in relation to communication, behavior, and social skills. Each of these could prove to be helpful to teachers with ASD students in their inclusive classroom.
Outstanding inclusiong guide, Brittany! A valuable resource for you as you enter the classroom. 50/50 points
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