ALVERNO COLLEGE

TEACHER CANDIDATES SELF-ASSESSMENT

Candidate:
Supervisor: Pat Leubke
Cooperating Teacher: Jackie Lewicki
School: Fratt Elementary
Disability Categories Represented: CD OHI SP

Check One: 1st Observation x

2nd Observation ___
Date- 3-19-15
Number of Students: 1
Grade: 3rd
Subject(s): Reading
Diverse Student Needs Represented: Hispanic
Evidence (Candidate)

Planning and Preparation (AEA: Conceptualization/Diagnosis

WTS: 1, 7 DISP: Respect, Responsibility - CEC: 1, 4, 5, 9, 10)

Uses teaching resources and curriculum materials that are

appropriate in representing the ideas and concepts.
Plans instruction appropriate to students stages of development and
learning styles.
Provides opportunities for active engagement, manipulation and
testing of ideas and materials.
Chooses appropriate teaching strategies, learning experiences, and
materials to achieve different instructional purposes and to meet student
needs.
Plans motivational instruction by relating lessons to students
personal interest.

____Inadequate

__x_Emerging

____Proficient

____Distinctive

Respond to:
How did this lesson fit into the curriculum?
This lesson fit into the curriculum because the 3rd grade was focusing on
finding the main idea and details that supports the main idea in the story.
We were practicing this skill in a small setting at the reading level of the
student. We practiced
How did you determine the appropriate standards and objectives?
I determined the appropriate standards and objectives by looking at the
3rdgrade Common Core standards and picked the ones that this lesson
was focusing on, and then set the smaller objectives within the standard
for the lesson. I also compared the standards with IEP goals so that they
coincided and we were working on that as well.
What specific academic language would you use?
The academic specific language that I used in the lesson was details, main
idea, describe, sort, and Spring.
Why did you choose the materials? How effective were they?
I chose the materials because they were visual and easy to understand for
a learner who may not be able to decode words as easily. The pictures
allowed the learner to decode the word via visuals. They were very
effective because they engaged the learner and assisted in decoding
words.
How did you plan to engage the learners?
I planned to engage the learners by using visuals and by including them in
the schema activating discussion at the beginning of the lesson.

Copyright 2014. Alverno College, Milwaukee, Wisconsin. All rights reserved under U.S., International
and Universal Copyright Conventions. Reproduction in part or whole by any method is prohibited by law.

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Evidence (Candidate)

Planning and Preparation (AEA: Conceptualization/Diagnosis

WTS: 1, 7 DISP: Respect, Responsibility - CEC: 1, 4, 5, 9, 10)
Classroom Environment (AEA: Coordination/Integrative Interaction
WTS: 2, 3, 5 - DISP: Respect, Responsibility CEC: 2, 3, 5)

Shows respect for the diverse talents of all learners.

Is committed to the expression and use of democratic values in the
classroom.
Organizes, allocates, and manages the resources of time, space,
activities and attention to engage students in productive tasks.
Respects students as individuals with differing personal and family
background and various skills, talents and interests.

Evidence (Candidate and Student)

____Inadequate

__x__Emerging

____Proficient

____Distinctive

Respond to:
How did you create a positive learning environment?
I created a positive learning environment by inviting the student to be an
active part of the lesson and by always address the student by name and
getting to know the student.
How do you feel students felt during the lesson? What is your
evidence?
I believe that the student felt comfortable and happy during the lesson.
This is because she would respond eagerly and without much prompting,
and was smiling and engaging with me throughout the lesson.
How did you demonstrate respect for, and rapport with the learners?
I demonstrated respect for and rapport with the learners by knowing their
name and their likes and dislikes. By knowing this information, I am able to
plan lessons that play into their strengths and likes to make the lesson
more relevant for them.
How did you actively engage students? Who responded? Who did
not? Why?
I actively engaged the students by asking questions or opinions of my
students throughout the lesson. I did not talk the whole time at my learners,
I included them throughout my lesson. My one student in the lesson
responded because she was the only one there to respond in my small
group.
What kinds of responses did you give to learners responses?
I praised my student for her responses and giving it her best during the
lesson, even if her response was not what I was looking for.

Evidence Code Definitions:

Inadequate = Unsatisfactory

Emerging = Needs Improvement

Proficient = Satisfactory

Instruction (AEA: Communication, Coordination, Diagnosis,

Integrative Interaction WTS 4, 6, 7 - DISP: Respect, Responsibility,
Communication CEC: 4, 6, 7, 8, 9)
Copyright 2014. Alverno College, Milwaukee, Wisconsin. All rights reserved under U.S., International
and Universal Copyright Conventions. Reproduction in part or whole by any method is prohibited by law.

Distinctive = Exemplary

Evidence (Candidate and Student)

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Evidence (Candidate)

Planning and Preparation (AEA: Conceptualization/Diagnosis

WTS: 1, 7 DISP: Respect, Responsibility - CEC: 1, 4, 5, 9, 10)

Encourages discussion.
Modifies explanations when necessary to assist students
understanding.
Recognizes the importance of verbal and nonverbal communication.
Is a thoughtful and responsive listener.
Communicates in ways that demonstrate a sensitivity to cultural and
gender differences.
Models appropriate communication strategies in conveying ideas
and information.

____Inadequate

x Emerging

____Proficient

____Distinctive

Respond to:
How well did your strategies support meeting the lesson
objectives/learning targets?
My strategies supported meeting the lesson objectives and learning targets
by visually engaging the student to find the main idea and details of a text
using images and a graphic organizer. They also supported using pictures
to decode words because the flash cards helped my student pair words
with their pictures and vice versa.
What went well? What would you change? Why?
My lesson went pretty well. I thought that the graphic organizer of the
flower where the center is the main or big idea with the petals being the
details supporting the main idea was effective and the student really
understood it. I would change the fact that the lesson was for only one
student, I would have liked to make it with a small group because the
graphic organizer I feel would have been appropriate for my other
students.
How effective were the leveled questions you used?
The leveled questions I used were effective because they went up in
complexity and the student was able to answer the questions as the lesson
went on.
How did you use the academic language? How well do you think the
learners know and understand the academic language? ELL? SPE?
Cite evidence.
I used the academic language frequently throughout the lesson, but first
explained the language when it first came up. For example, I explained
main idea and details as what we were looking for in our book before we
read.

Copyright 2014. Alverno College, Milwaukee, Wisconsin. All rights reserved under U.S., International
and Universal Copyright Conventions. Reproduction in part or whole by any method is prohibited by law.

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Evidence (Candidate)

Planning and Preparation (AEA: Conceptualization/Diagnosis

WTS: 1, 7 DISP: Respect, Responsibility - CEC: 1, 4, 5, 9, 10)

Evidence (Candidate and Student)

Assessment (AEA: Diagnosis/Integrative Interaction WTS: 8, 9

DISP: Collaboration, Communication CEC: 1, 5, 8, 9, 10)

Evaluates the effect of class activities on both individuals and the

class as a whole, collecting information through observation of
classroom interactions, questioning, and analysis of student work.
Uses classroom observation and information about students as
sources for evaluating the outcomes of teaching and as a basis for
reflecting on and revising practice.

____Inadequate

__x__Emerging

____Proficient

____Distinctive

Respond to:
How well did your assessment measure learners meeting the
objectives?
Since this was one lesson in a series, there was just a short formative
assessment at the end of the lesson where we filled in a graphic organizer
in the shape of a flower representing a main idea and details of the story
that we have read.
What were your assessment results during and/or after the lesson?
My assessment results demonstrated that the student had understood
how to pick out the main idea and supporting details of a book by using
visual supports.
How does this inform you of next learning steps?
This informs me to continue practicing this skill with other books to
continue to reinforce this skill for all books.
What would you change about your teaching and/or assessment to
better support or extend learners performance?
I would change the fact that it was just a one on one lesson and make it be
a small group so there could be pair work and more interaction among
students about the topics rather than always a teacher-student interaction.

Copyright 2014. Alverno College, Milwaukee, Wisconsin. All rights reserved under U.S., International
and Universal Copyright Conventions. Reproduction in part or whole by any method is prohibited by law.

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Evidence (Candidate)

Planning and Preparation (AEA: Conceptualization/Diagnosis

WTS: 1, 7 DISP: Respect, Responsibility - CEC: 1, 4, 5, 9, 10)

Evidence (Candidate)

Professional Responsibilities (AEA: Communication/Integrative

Interaction WTS: 10 DISP: Responsibility, Collaboration,
Communication CEC: 2, 5, 10)

Relates professionally and effectively with the cooperating teacher

and faculty.
Dresses professionally and consistently portrays a professional
demeanor.
Is enthusiastic about teaching.
Seeks out the cooperating teacher to support his/her development
as a learner and a teacher.

____Inadequate

__x__Emerging

____Proficient

____Distinctive

Respond to:
Describe your contact with the CT in planning this lesson. (e.g. How far
ahead did you contact her/him? Did you suggest a lesson or use one
already in place? If in place, did you discuss or make any modifications?)
With being on the job, I contact my CT for ideas and suggestions in the
beginning stages of preparing for this lesson. Once I write the lesson, I have her
proof read my ideas and ask her opinion of what she thinks. I contacted her
about 3 weeks before the lesson so I could write and revise the lesson until I felt
like it was what I was wanting.
How did you present yourself as a professional to the learners?
I presented myself as a professional by wearing professional attire, using
professional language and being knowledge about my lesson subject.

Overall Performance: ____Inadequate

__x__Emerging

____Proficient

____Distinctive

Copyright 2014. Alverno College, Milwaukee, Wisconsin. All rights reserved under U.S., International
and Universal Copyright Conventions. Reproduction in part or whole by any method is prohibited by law.

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SUMMARY REFLECTION: Rationale

at least one educational framework that is reflected in the design and/or implementation of the lesson plan (e.g. Bloom, Vygotsky,
Gardner)
This lesson was taught at Fratt Elementary school in Racine Unified School District. This school is in an urban setting with 85% of the population
being below the poverty line. This was taught in a small group setting with a student who is in a 3rd Grade Dual Language program. It was a reading
lesson focusing on using pictures to help decode the words and the comprehension strategy of identifying the main idea with support details. The
design and implementation of this lesson demonstrated the Wisconsin State Teacher Standards of teachers understand that students learn differently
and the teacher communicates well. I demonstrated knowing that different students learn differently by offering visual supports to assist the student
with vocabulary words and understanding main idea and supporting details. Since I knew that my student may need visuals to reinforce the lesson
and the verbal instructions, I planned to have visual supports integrated into my lesson. I also demonstrated the standard of communicating well by
using verbal and non-verbal instruction and cueing throughout my lesson. This design and implementation of my reading lesson also demonstrated
the the Council for Exceptional Children Initial Content Standards and Knowledge and Skill Sets of Learner Development and Individual
Learning Differences and Curricular Knowledge. When I was designing this lesson plan, I took into consideration the needs and differences of my
learner and how she learns best. Since I knew that she does well with visual supports to reinforce verbal language directions, which demonstrates the
CEC standard of Learner Development and Individual Learning Differences. I also demonstrated the CEC standard of Curricular Knowledge within
this lesson plan by understanding that the 3rd Grade curriculum that expects vocabulary building and comprehension of main idea and details within
their reading. If I am working with 3rd Grade learners, I am applying the 3rd Grade curriculum to my lessons with the necessary accommodations and
modifications for the student to get the most out of the lesson and curriculum. I demonstrated the Alverno Graduate abilities of Conceptualization
and Coordination in this 3rd grade small group reading lesson plan. I demonstrated Conceptualization, integrating disciplinary knowledge with
learning frameworks and a broad understanding of human development to plan and implement learning processes, within this 3rd grade lesson plan
by using my knowledge of different types of learners such as visual or auditory and applying that knowledge to my lesson about Spring and main
idea and supporting details. I knew that my learner was a visual learner, so I integrated pictures and visual supports to target her learning style.
Coordination, Managingresourceseffectivelytosupportlearning,wasanothergraduateabilitythatIdemonstratedinthislesson.Icoordinatedmy
resourcesthatwereavailabletomethroughmyjobsuchReadingAZfortheleveledreaderandtheideaforthegraphicorganizerofaflowertogo
alongwiththebookSpring.Ialsowasabletouseconstructionpaperandmarkersavailabletometocreateanengaginggraphicorganizerthatwould
beeffectiveforthelessonandlearner.ThislessonfocusedontheCommonCoreStateStandardsofCCSS.ELA-LITERACY.RI.3.2Determine the main idea
in a text; recount key details and explain how they support the main idea and CCSS.ELA-LITERACY.RI.3.7 Use information gained from illustrations
and the words in a text to demonstrate understanding of the text. As I was planning my lesson, I was focusing on these Common Core
standards and how they intersected with student DRs IEP goals. This lesson demonstrates those CC standards because we read a story
and identified the main idea and supporting details and how they support the main idea. Such as the big idea or main idea of our story
was Spring and the details that supported our main idea were things we see in spring such as birds, rainbows, rain, etc. I also had put into
the lesson to pre-teach the vocabulary that we would see while reading in the book, by using flashcards with the words and pictures of
the vocabulary. This is in direct correlation with Common Core standard of Use information gained from illustrations and the words in a
Copyright 2014. Alverno College, Milwaukee, Wisconsin. All rights reserved under U.S., International
and Universal Copyright Conventions. Reproduction in part or whole by any method is prohibited by law.

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text to demonstrate understanding of the text, because the pictures allowed the student to understand the word and text better. The
vocabulary cards with words and pictures also is working towards the students IEP goal of When attempting reading and writing tasks,
DR will consult print in the environment to support reading and spelling in 4/5 opportunities and the vocabulary teaching can also work
with the goal of DR will recognize 20 or more written words. Overall, this lesson plan was written with keeping Piagets
educational framework in mind that speaks to engaging the student with the material and have them experience the
topic within the lesson rather than be just told what to learn and how to learn it. This is why when I was pre-teaching
the vocabulary, I had printed flash cards with the words and pictures to reinforce the word that she could manipulate
and color if there was time. Overall, I believe the design and implementation of this 3rd grade reading lesson focused
on main idea and supporting details with visual supports was a success.

Copyright 2014. Alverno College, Milwaukee, Wisconsin. All rights reserved under U.S., International
and Universal Copyright Conventions. Reproduction in part or whole by any method is prohibited by law.

ED FORM 711
0210 ED