This unit demonstrates my ability to create lessons based on my analysis of

the results of a writing pre-assessment that measured both writing ability and a
cultural understanding of whaling. Students spent two weeks studying whales,
whaling, and writing instructional texts, and completed the unit with an
independent writing activity. All students in all sub groups demonstrated significant
growth, and the result of the formative assessments were crucial to the
development of the daily activities and re-teaching decisions.

University of Alaska Southeast

Analysis of Emergent Writing in the 1st Grade Classroom

Submitted to Katy Spangler

In fulfillment of the Teacher Work Sample for
Student Teaching
ED 688

By
Megan Donnelly

Community Factors
Ipalook Elementary School is located in Barrow, Alaska. Barrow is an
incorporated village, the northernmost community in the United States, right
where the Chukchi and Beaufort Seas meet. Inupiaq culture remains a strong,
foundational core of the community, and the years cycles around subsistence
activities, such as duck hunting, whaling, and caribou hunting. Festivals are also of
great importance. The community celebrates Inuit Week, Kivgiq in the midwinter,
and Nalukataq in the spring. Dancing, potlucks, and storytelling play an integral
role in these events. Barrow is unique among the villages on the North Slope in
that there are significant percentages of Southeast Asians, Pacific Islanders, and
white community members, as well as Alaska Natives.
To promote the local culture and traditional knowledge of the North Slope,
the North Slope Borough School District has spent years developing a place-based
curriculum. Every year, teachers write and implement units that focus specifically
on Inupiaq culture and values. For example, in 1st grade, teachers have written and
will teach math units for writing bilingual counting books, and estimating fish
harvests. Other units will focus on meeting language arts objectives through
teaching Native Alaskan childrens literature, social studies objectives by teaching
about local holidays, and science objectives by teaching about local plants.
According to the US Census data from 2014, approximately 11.5% of the
community lives in poverty. To make it more specific to my classroom, I have 19
students in my 1st grade class. Statistically, then, at least two of my students are
living in poverty. The school provides all necessary materials the students need for
learning, but not all students have appropriate cold weather gear or enough food
over weekends and school breaks.

Classroom Factors
Our elementary school has approximately 600 students, making Ipalook one
of the largest elementary schools in the state. Logistics can be difficult and our
school schedule is very strict in order to accommodate all grades in the cafeteria
for about 15 minutes of lunch and in the gym for about 15 minutes of recess. Our
administration supports teachers by allowing us to set our own classroom
schedules, but we must adhere very closely to the times of lunch, recess, specials
and end of the day departures as one teacher can adversely impact a number of
other teachers by being late.
My classroom has windows that overlook an outside playground, 5 circle
tables for students, a teacher desk, an easel for the morning message, an area for
carpet time, a library with two bean bag chairs, a table with 5 laptops, a rainbow
table for small group work, cubbies for each student, a bathroom, and a separate
sink area. At each table there is a supply caddy with all of the basic materials for
shared student use. Student books are stored in their book boxes and journals and
reading anthologies are stored in their bins.
We do not have a great deal of parental involvement in the classroom as the
majority of my students parents have full-time jobs. However, since I looped with
my class, I have a good relationship with all of the parents and stay in regular
contact with them. I also reached out immediately to the families of the three new
students in my class and have met all of their families in person.
The majority of our day is spent in whole group instructions, but we have 30
minute block of daily intervention time in which I meet with small groups of 3 to 4
students who are grouped by reading level. I meet daily with my struggling
students and weekly with my high achievers. I also meet one-on-one with students

during our writing time. I hope to start working with small groups during writing
once our routines are more established.
Student Characteristics
Class Demographics:

12 boys
7 girls
18 6 year-olds
1 5 year-old
1 Filipino
2 Pacific Islanders
16 Alaska Natives
2 students in Speech and Language

Of the 19 students in my class, 4 of them were unable to identify at least 5

letter names and sounds. These students meet with me daily during our
intervention block. They are also pulled from class twice daily for a 20 minute
period of time to work in a small group with an aide on the gaps in their learning
for letter names, sounds, and sight words. My two students with speech and
language needs are provided with oral sentence frames during class discussions
and think-pair-share times.
The youngest student in my class will not be 6 until April. She is very verbal
and participates well orally in class; however, her fine motor skills are not at the
same level as her peers. She needs additional help with writing and cutting from
the teacher and her peers. At the beginning of the year, I sent home a survey for
parents to complete with their children about interests and skills. The students in
my class are interested in all aspects of science, sports (especially basketball),
dinosaurs, Star Wars, superheroes and villains, and Godzilla. They are encouraged
to read and write about these topics.
Instructional Implications

Based on our community and classroom dynamics, instruction will include

many opportunities for students to engage with the material by talking with the
group as well as in partners and small groups. The majority of my student prefer to
work with friends and do not enjoy being alone, and I encourage them to go to
their group members and table partners with ideas and questions. The local
community as well as our classroom community values teamwork, working
together as a group to accomplish goals. Our classroom incentives, therefore, are
class-wide and not individual. The class works together to earn prizes, just as a
whaling crew must work together to bring in a whale.
Many of our assessments are performance-based. Our math curriculum,
Bridges, includes a number of formative assessments in which students interact
with manipulatives in order to demonstrate knowledge rather than through written
assessments. Writing is also performance and interest-based. The students take
their learning about structure and conventions and apply it to a piece of writing in
a topic of their choosing. Our reading curriculum, REACH, has more written
assessments to provide check-ins for learning related to vocabulary, spelling, and
high frequency word identification. My struggling students begin these
assessments with the whole class but finish them in a small group to provide
additional time and more teacher attention.
An additional component of instruction that I have added to our class based
on our classroom dynamic is an increased amount of movement in the classroom.
Our school requires teachers to provide 15 minutes of classroom PE daily, and I
also include movement into our phonics block, sight word practice, and math
fluency practice. I have an active group of boys and girls who need a great deal of
movement and activity to stay focused throughout the day.

LearningGoals

Standard

1st grade Writing Standard 7. Participate in shared research and writing projects (e.g.,
explore a number of how-to books on a given topic and use them to write a
sequence of instructions or combine or summarize information/facts learned).
(https://education.alaska.gov/akstandards/standards/akstandards_elaandmath_080812.pdf)

Learning
Goals and
Objectives
Types and
Level of
Learning
Goals

1. Students will be able to list two characteristics of a how to text.

2. Students will be able to teach others the steps necessary in whaling.
Blooms Level 1: Knowledge: Learning goal 1 (Students will demonstrate their
understanding of what a how to text is. This a basic, but fundamental, component of
the lesson.)
Blooms Level 3: Application: Learning goal 2 (In writing their original text, students
will apply their learning from readings and discussions of the steps necessary in the
whaling process.)
Blooms Level 5: Synthesis: Learning goal 2 (Students will synthesize their learning
by summarizing and analyzing their understanding of whaling order to create a how
to text that can teach someone else the whaling process.)

This unit applies to the needs of my 1st grade students because it meets the state standard of
conducting nonfiction research and writing nonfiction how to texts. In terms of development, this
standard emerges from the Kindergarten level standard. My students have a basic understanding of how
to create a one-page list of steps needed to complete an activity, and this longer writing piece will build
on and develop their current level of understanding. Regarding their writing conventions, this writing
activity will also be an opportunity to continue to develop their editing skill set in terms of writing with
capital letters in appropriate places, putting spaces between words, and the correct use of punctuation.
Most importantly, the standard is met in a way that also meets our district-level cultural standards and
the classroom-based interests of my particular students. I learned from an interest inventory taken at the
beginning of the year that many of my students are highly engaged by science, animals, and subsistence
topics.

Assessment Plan Table: First Grade

Learning Goals
Learning Goal 1

Assessments
Pre-Assessment

Format of
Checklist: class

Adaptions
Review examples

Students will be able

to list two
characteristics of a
how to text.

Formative
Assessment

discussion about
nonfiction and
how to
narrative. Can
you tell me what
makes a how to
text different
from other
nonfiction
books?
Questioning:
Thumbs up /
Thumbs down:
Journal Writing:
What I know
about How To
Writing

Post-Assessment

Learning Goal 2

Pre-Assessment

Students will be able

to teach others the
steps necessary in
whaling.
Formative
Assessment

Checklist: Repeat
the conversation
at the beginning
of the unit.
Please tell me
what makes a
how to text
different from
other nonfiction
texts.
Writing: Students
will write a how
to text that
explain the
whaling process
to others. Scored
by the Lucy
Calkins writing
rubric for how to
texts.
Questioning:
thumbs up /
thumbs down,

of how to and
nonfiction texts
from the library.
Allow students to
think-pair-share
ideas.

Make questions
clear and
concise, using
known
vocabulary
words. Model
expectations.
Provide
assistance with
writing
conventions and
add words to
students
Personal
Dictionaries as
needed.
Allow students to
think-pair-share
their thoughts.
Students can use
a how to text to
explain their
thinking, if
necessary.
Class discussion
about the
whaling process,
specifically what
they have
noticed when
they go to see
the whales and
what they have
been taught from
family members.
Model
expectations of
writing

Post-Assessment

Anecdotal
Records, One-onone and small
group writing
conferences
Students will
write a how to
text that explain
the whaling
process to
others. Scored by
the Lucy Calkins
writing rubric for
how to texts.

conventions.
Peer editing.
Clear and
concise
directions using
known
vocabulary.
Provide visual
and verbal
examples.
Review
information
gathered about
whaling and
writing over the
course of the
unit. Refer
students to the
class-created
anchor chart.

Checklist Pre- and Post-Assessment for Learning Goal 1

Megan Donnelly
How To Text Checklist Pre- and Post-Assessment
Student Name
Thomas
John
Elisa
Darielle Anne
Darlene
Daniel
Aagluaq
Flossie
Kamella

Can list two facts?

Notes

Virgil
Malik
Leoni
Jude
Troy
Treyton
Dave
Tatiana
Steve
Caydence

Student Version of the How to Checklist Rubric (Lucy Calkins, Units of

Study, 2013)
(Student-friendly resource to share with students)

Teacher Version of the How to Checklist Rubric (Lucy Calkins, Units of

Study, 2013)
Rubric for Pre- and Post-Assessment of Learning Goal 2

Description of Pre- and Post-Assessments

The pre- and post-assessments for leaning goal 1 centers around class discussion
regarding the qualities of How To texts. The assessment is a simple checklist that
can be used to document student answers and notes or questions that make come

up for each individual student during the discussion. Its been to be a quick and
easy assessment tool that can be used discreetly on a clipboard during the whole
group discussion.
The rubric for the pre- and post-assessment for learning goal 2 is more involved.
The rubric is taken from Lucy Calkins Units of Study, 2013. The student version
will be given to each student to use a guideline, to his or her ability, for the writing
of the final product. The pre-assessment will be a cold write and used to determine
what components of the lesson will require more attention during the teaching of
the unit. After the unit is taught, the students will do a final writing piece which will
be assessed using the same rubric. To grade each writing piece, I am assigning
each column on the rubric a certain number of points:
Not Yet = 1 point
Starting To = 2 points
Yes! = 3 points
To demonstrate accomplishing the learning goal number 2, a student is expected
to reach between 26 and 36 points. I believe that this number is challenging
enough that students who achieve at least a score of 26 points are able to
demonstrate adequate understanding of the principles of a how to text at the first
grade level.
Description of Formative Assessments
The formative assessments for learning goal 1 revolve around ensuring that
students have a basic understanding of what defines a how to text. These
formative assessments will be fairly casual in nature. They will be done according
to student need: whole group, small group, and one-on-one, if needed. This data is
crucial because it will help correct misconceptions before the students begin their
final writing piece.
The formative assessments for learning goal 2 will be happen primarily in small
group and one-on-one conferencing as the students work on their writing pieces.
Formative assessment at this stage is crucial because it will allow me to help the
students meet their checkpoints along the way, using their personal student
rubric.
Design for Instruction
Results of the Pre-assessment
I administered the pre-assessment for the How To Writing Unit in my class to determine
what the needs of my students would be. Based on the Teacher Checklist, the majority of
my students could identify one characteristic of How To texts, but few could identify two.
For actual writing pre-assessment, the goal for demonstrating competence is 26pts. The
scores for the pre-assessment ranged from 0 to 14 points. Based on the results, we will be
spending more time in class focusing on the actual writing part of the lesson.

Goal 1: Identify 2 characteristics of How To Texts

3 students: 0pts
12 students 1pt
2 students 2pts
2 students (absent, no results)
Goal 2: Write a How To text on Whaling that can teach others.
2 students: 0pts
5 students: 1pt
2 students: 2pts
1 student: 4pts
1 student: 5pts
1 student: 9pts
2 students: 11pts
1 student: 12pts
1 student: 13pts
1 student: 14pts
2 students: (absent, no results)

Unit Overview
Backward Design Unit Template: MAT/Certification Elementary
Cover Sheets (pp. 1&2) Fall 2016
Candidate Name: Megan Donnelly
School: Ipalook Elementary School

Host Teacher Name: Aimee Romeijn

Grade Level: 1st
# of Students: 19

Date Range Unit:

Overall Theme of Unit: Whaling and

Length of Unit 1 week

Content Area: Writing

Instructional Writing
Describe the demographic make-up of your target classroom:
1. 12 boys
2. 6 girls
3. 1 5 year old
4. 2 7 year olds
5. 16 6 year olds
6. 1 Samoan
7. 1 Tongan
8. 1 Filipino
9. 16 Alaska Natives
Alaska Content and Subject area Standards (5 interdisciplinary standards)
1. 1st grade Writing Standard 7. Participate in shared research and writing projects (e.g., explore a number

of how-to books on a given topic and use them to write a sequence of instructions or combine or
summarize information/facts learned). (https://education.alaska.gov/akstandards/standards/akstandards_elaandmath_080812.pdf)
TRANSFER GOALS (Unpacked Standard(s)

3. Students will be able to list two characteristics of a how to text.

4. Students will be able to teach others the steps necessary in whaling.
STAGE 1 Enduring Understandings
Enduring Understanding(s)
Students will understand that.
Instructional writing follows a specific protocol
in order to communicate clearly with the
reader.

Stage 1 - Essential Questions

What Essential Questions will be Considered?
(Q)
What is instructional writing?
How do we effectively communicate with
others?

There are smaller steps that make up any

process.

STAGE 1
OBJECTIVES/ Learning Targets (LTs) Key
Learning

1. Students will be able to list two

characteristics of a how to text.
2. Students will be able to teach others the steps
necessary in whaling.

STAGE 2
ASSESSMENTS - Identify Desired Results
(multimodal) Should align directly with
Objectives and address each one. Assessments
for Objective 1:

Checklist: class discussion about nonfiction

and how to narrative. Can you tell me
what makes a how to text different from
other nonfiction books? (assessing
background knowledge, formative, preassessment)
Questioning: Thumbs up / Thumbs down:
Journal Writing: What I know about How To
Writing (formative)
Checklist: Repeat the conversation at the
beginning of the unit. Please tell me what
makes a how to text different from other
nonfiction texts. (formative, postassessment)
Assessments for Objective 2:
Writing: Students will write a how to text
that explain the whaling process to others.
Scored by the Lucy Calkins writing rubric for
how to texts. (pre-assessment)
Questioning: thumbs up / thumbs down,
Anecdotal Records, One-on-one and small
group writing conferences (formative)
Students will write a how to text that explain
the whaling process to others. Scored by the

LTs - What students should know

1. The characteristics of a how to
text.
2. Any larger process comprises of
smaller steps.

LTs - What students should be able to

do
1. The students should be able to list
two characteristics of a how to
text.
2. The students should be able to
write a text that clearly
communicates the smaller steps
needed to complete a larger
process.

Lucy Calkins writing rubric for how to texts.

(summative, post-assessment)
Assessments/Evidence of Student
Learning
The student checklist will show evidence of
which students can or cannot verbally state
at least two characteristics of a how to
text.
The final written project and the completed
rubric will determine if the student displays
a satisfactory understanding of how to write
a how to text.
Assessments/Evidence of Student
Learning
The completed rubric for the final written
project will determine to what extent the

STAGE 2: Culminating Performance Tasks (synthesis of Unit or parts of Unit)

Culminating Performance Task 1
Culminating Performance Task 2-

In a class discussion, the students will be

able to describe a how to text to a
partner using at least two qualifying
characteristics.

The students will be able to write a how

to piece that explains the process of
whaling in at least three smaller steps.

Attach Rubrics
Attach Rubrics

Checklist Pre- and Post-Assessment for Learning Goal 1

Megan Donnelly
How To Text Checklist Pre- and Post-Assessment
Student Name
Thomas

Can list two facts?

Notes

John
Elisa
Darielle Anne
Darlene
Daniel
Aagluaq
Flossie
Kamella
Virgil
Malik
Leoni
Jude
Troy
Treyton
Dave
Tatiana
Steve
Caydence

Student Version of the How to Checklist Rubric (Lucy Calkins, Units of

Study, 2013)
(Student-friendly resource to share with students)

Teacher Version of the How to Checklist Rubric (Lucy Calkins, Units of

Study, 2013)
Rubric for Pre- and Post-Assessment of Learning Goal 2

LESSON #1 of 3
STAGE THREE: Opportunities to Learn (Acquisition)
Title and theme of lesson:
What is informational writing?

Content areas addressed in this lesson

(from standards and transfer goals)
Writing

Materials and technology needed for this lesson:

Lucy Calkins teacher guide, writing bins (paper, pens, personal dictionaries)
Lesson Objectives for this lesson:
Students will identify two characteristics of how
to writing.

Assessments for this lesson Teacher

Checklist (formative, accessing background
knowledge)

Introduction/Hook for this lesson: In our class, we are either learning or have just learned
how to tie our shoes. How did you learn how to tie your laces?
Processes and Products: Opportunities to Learn for this lesson - What is the Teacher
doing? What are the Students doing? Strategies and Instructional Activities.
Class Discussion: the students will sit in a circle on the carpet. They will think-pair-share their
ideas about how they learned to tie their shoes. The teacher will circulate among pairs listening
in on the discussion, re-directing, or restating the task as needed. The teacher will also use the
time to quickly mark the Teacher Checklist as the pre-assessment for knowing two
characteristics of how to writing. Pulling names from the jar of popsicle sticks (each with a
student name), a certain number of pairs will share their ideas with the whole group.
Group Write: With the students still seated on the carpet, the teacher will create an anchor chart
for how to writing using the student responses after the think-pair-share activity. This anchor
chart will be posted on the wall to be used as a guide during the writing process.
Partner activity: In pairs, the students will work at their desks to read an example of a teacher
created how to text that models the process for them. The partner groups will pair students who
can help one another with reading and completing the task of noticing the features that match
the characteristics listed on the anchor chart. The teacher will circulate to provide assistance as
needed.
Independent Practice: On their own, students will practice writing an outline for how to text on a
topic of their own choosing. The teacher will circulate to provide assistance as needed. Based on
student observation, the teacher will gather a small group of students to work at the rainbow
table for additional assistance.
_______________________________________________________________________________________________

Closure: At the end of the lesson, two students will be selected to share their outlines in the
authors chair. The class will comment on how the writing meets the requirements of the how
to and offer possible editing feedback.

Reflection (for each lesson): Learning how to break activities into steps is part of
the Inupiaq Learning Framework for categories such as sewing and structure
building.

Attachments: Graphic Organizers and Assessment Rubrics for Lesson.

Checklist Pre- and Post-Assessment for Learning Goal 1

Megan Donnelly
How To Text Checklist Pre- and Post-Assessment
Student Name
Thomas
John
Elisa
Darielle Anne
Darlene
Daniel
Aagluaq
Flossie

Can list two facts?

Notes

Kamella
Virgil
Malik
Leoni
Jude
Troy
Treyton
Dave
Tatiana
Steve
Caydence

LESSON #2 of 3
STAGE THREE: Opportunities to Learn (Acquisition)
Title and theme of lesson:
Whaling in Contemporary Inupiaq Culture

Content areas addressed in this lesson

Writing

Materials and technology needed for this lesson:

Internet, paper, pens / pencils, images of bowhead whales, any tools or images of tools used in
the hunting process, Guest Speaker or authentic (contemporary) account of whaling, white board
or chart paper for class notes / observations
Lesson Objectives for this lesson:

Students will be able to teach others the steps necessary

in whaling.

Assessments for this lesson Teacher

Observation, Class Discussion, Information
will continue to be added to the teacher
checklist, possible anecdotal records
(Formative, Performance, Accessing
Background Knowledge)

Introduction/Hook for this lesson: Last time we talked about tying shoes is a process that is
made up of a lot of little steps, and a how to text documents all of those steps. Today, well talk
about the steps in the process of whaling. Start by thinking about what you know about whaling.
Processes and Products:
Group Discussion: Students will discuss the various steps that know or think to be part of the
whaling process.
Think-Pair-Share: Students will share their ideas with a partner to help brainstorm and formulate
their own thoughts. Some students will share their thoughts with the whole group. The teacher
will document their ideas on a piece of chart paper or white board.
Guest Speaker: If possible, a guest speaker will visit the class to share some of the tools, cultural
significance and purpose, and the steps involved in being a whaler and catching a whale.
Students will be able to take notes with words and / or pictures during the talk. (If a guest
speaker is not possible, then the teacher will provide a culturally authentic explanation
supported by photos and videos of local community members and bowhead whales.)
Teacher Modeling: After the lecture, the students will share their notes, and the teacher will
model writing an outline for the how to whaling text.
Independent Practice: The students will have the opportunity to revise or rewrite their outline
from the day before to match their new learning from the guest speaker. The teacher will
circulate to provide assistance as needed. A small group of students may be pulled to work at
the rainbow table for more one on one support.
_______________________________________________________________________________________________

Closure: Bring all of the elements of the lesson together in a culminating activity that connects
with the Culminating Performance Task. Good to tie it back in with the Hook at the beginning
of the lesson. Perhaps create a small performance task for the lesson

Reflection (for each lesson): This lesson ties in with the Inupiaq Learning
Framework because it deals specifically with animal identification, hunting
practices, non-wasting, gratitude, community interconnectedness, respect for
elders, tool naming and identification, and environmental awareness.

Attachments: Graphic Organizers and Assessment Rubrics for Lesson.

(Lucy Calkins Writing Paper)

LESSON #3 of 3
STAGE THREE: Opportunities to Learn (Acquisition)
Title and theme of lesson:

Content areas addressed in this lesson

Writing a How To Book on Whaling

Writing

Materials and technology needed for this lesson:

Writing bins, class-created anchor chart, whaling outlines created in the last lesson, images and
word bank of tool names and other important vocabulary
Lesson Objectives for this lesson: Students
will write a how to text on whaling in
contemporary Inupiaq culture.

Assessments for this lesson (Select

appropriate Assessments from bank
above) Writing Rubric for How To texts
(Summative, Performance)

Introduction/Hook for this lesson: We have spent the week learning about writing How To
texts and about the process of whaling. Just like with tying your shoes, today, you are going to
work independently to create your own book to add to our classroom library.
Processes and Products: Opportunities to Learn for this lesson - What is the Teacher
doing? What are the Students doing? Strategies and Instructional Activities.
Class Discussion: Students will start on the carpet, and the teacher will display the class-created
anchor chart. What are the characteristics of a how to text? Students will Think-Pair-Share their
thoughts. The teacher will use this opportunity to circulate, providing assistance as needed, as
well as doing the post-assessment with the student checklist to determine which students, if
any, continue to struggle with the How To concept.
Teacher Modeling: The teacher will use the sample How To outline to model using the outline to
create a fully written text. Students will participate by offering additional sentences, and details
to the writing and illustrations to create a more realized text.
Independent Practice: The students will then use their individual outlines to write their own How
To texts for whaling. The teacher will circulate, providing help as needed. A small group of
students may be pulled to work at the rainbow table for additional assistance.
_______________________________________________________________________________________________

Closure: Two students will share their outlines and their finished texts in the author chair at the
end of the writing time. Students will have the chance to make observations and offer possible
feedback.

Reflection (for each lesson): This lesson ties in with the Inupiaq Learning
Framework because it deals specifically with animal identification, hunting
practices, non-wasting, gratitude, community interconnectedness, respect for
elders, tool naming and identification, and environmental awareness.

Attachments: Graphic Organizers and Assessment Rubrics for Lesson.

Activities
Creating a How To anchor chart: This activity supports the first learning goal in ensuring
that all students are clear on what a how to text is. Together, the class will create a chart
that outlines what is expected in a first grade level informational text. As many of the
students could name one characteristic, but few could name two, this activity will support
their understanding and subsequently improve their writing.
Writing an outline: This activity is a crucial part of writing a longer text because it allows
students to organize their thinking, and it allows the teacher the opportunity to step in if
thoughts are going astray before work on the final project is begun. Based on what I
learned from the pre-assessment results, this activity will provide a needed focus to ideas
and show students how to separate their thoughts into different sections of the text. It
also shows that there is an important focus on writing and illustration to support the
writing. We will need the Lucy Calkins outline paper (included in the Unit Overview),
student writing bins, pens, and drawing materials. This activity will be assessed through
one-on-one and small group conferencing.
Note taking: This activity will occur during the Guest Speakers visit. Student will be
encouraged to write down what they learn about whaling to acquire information to add to
their whaling how to text outline. This activity was developed because while there were
some students who used vocabulary like whalers and harpoon, it was clear that while
most of the students have some idea of what happens during whaling, they do not have
the vocabulary that they need to describe it. We will also create a word bank based on this
activity for the group to use that can be added to our word wall.
Technology
The technology used in this unit will be computer, Epsom projector, BOSE speakers,
iPhone, and the internet. The materials will be used to research information about
bowhead whales and whaling and images and videos of whaling crews. I will use my
iPhone, computer, and projector to display pictures and videos of whaling harvests in our
own community to show tools and whalers in action.

Instructional Decision-Making
How to Catch a Whale
Prompt #1:
In this writing unit, we had the benefit of using some local resources through
our classroom parents and our native teachers to learn about the whaling process.
Most of my students are intimately familiar with the preparation that happens
before whaling, the physical process of gathering the gear together, going out on
the water or the ice, depending upon the time of year and how the whale is
harvested after the catch. Things went smoothly during the information gathering

time until we hit a snag in differentiating between spring and fall whaling. I
discovered through our classroom discussions and student writing that more than
half of my students were confusing the process of spring whaling, which uses skin
boats and involves extended stays out on the ice, with fall whaling, which uses
metal boats due to rougher waters and usually has the whalers out for a day at a
time.
My approach was to pause the unit and to add an additional day of
instruction. We read the book Whale Snow by Debby Dahl Edwardson; this picture
book depicts the process of whaling in the spring. At the time we were working on
this project our community was involved in fall whaling. Using these two sources of
information, we created a Venn Diagram in which we differentiated between the
two whaling seasons. This helped to clarify the factual information my students
were attempting to include in their how-tos related to the types of boats being
used, the types of supplies needed, and where the whales would be harvested.
Even though this lesson added an extra day to our unit, I feel that the time was
well-justified based on the increased level of accuracy displayed in their writing.
Prompt #2:
When we were involved in the final aspect of writing the independent
instructional texts, one student emerged as having difficulty constructing enough
factual information for her text based on her limited background knowledge. The
additional lesson describing the difference between spring and fall whaling which
was so helpful to rest of the class, left her even more confused. As the quality and
skill of her writing was not the issue but the content, I decided not to automatically
include her with my small group at the rainbow table. Instead, I approached a
couple of students whose families are very involved with whaling and asked if they

would be willing to work together to help my struggling student with any questions
she had about whaling. The students all agreed, and I set up a work station for
them at another table.
The students work improved substantially in terms of the quality of the
information she presented, and the two other students were empowered by
sharing their cultural knowledge. Interestingly, these students have become closer
friends since this learning experience.

Analysis of Student Learning

Whole Group Analysis

Whole Group
25

20

15

10

TA

SH

CK

TH

AH

LT

KR

PreAssess

TM

JA

FO

DD

MT

DE

DC

Column1

The above represents the pre-assessment data for my student who were in
class the day of both the pre-assessment and the post-assessment for our
informational writing unit on How to Catch a Whale. I am happy to say that every
student met the minimum requirement for meeting the informational writing

objective outlined by Lucy Calkins rubric for 1st grade writers, which includes being
able to transit key cultural information about the process of Inupiaq whaling.
As evidenced by the data above, every student demonstrated significant
group according the scoring of the writing rubric. Every student capably described
whaling using facts, appropriate vocabulary, and the basic structure of
informational writing. Over the course of the unit, students learned from expert
and one another about the history and step-by-step process of whaling on the
North Slope. They learned key terms in English and Inupiaq, and some of the
students used the Inupiaq words in their writing. During this unit, the students also
practiced and read a variety of instructional writing in order to deepen their
understanding of the genre. The learning in both the cultural and the academic
areas worked together to help students create authentic, well-constructed texts
that the students were proud to share with others.
Sub Group 1 Analysis

Sub Group 1

Other

Alaska Native

PreAssess

Column1

In this first sub group, I separated the data results for my Alaska Native
students and my students from other backgrounds. The student populations in the
other group are too small to separate further. I found this data to be both
surprising and interesting. My Alaska Native students have an average score of 5.3
on the pre-assessment while the Other group have an average score of 8.5. In
reviewing the individual papers more closely, I noticed that my Alaska Native
students show less cultural information in their words and illustrations than my
Other group even though discussions throughout the unit proved that my Alaska
Native students knew significantly more than the other populations in our
classroom. In fact, even at the end of the unit, I knew from classroom discussions
and small group work that the majority of my Alaska Native students were able to
verbalize much more than they expressed through their writing and illustrations
about the details involved in the preparation and process of whaling. The students
in my Other group, interestingly, were able to convey the information they knew
more clearly though they lacked the same depth of knowledge of some of our
other students.
The Alaska Native student group shows a larger gain in scores, but their
post-assessment scores average approximately one whole point below the Other
group. This deficit is despite the fact that many of these students actually knew
more than their counterparts. I plan to follow this data analysis with a close
examination of the scores of my Alaska Native students in other subject areas to
see if a similar gap exists. If so, than I may need to examine my teaching practice
more closely to ensure that all of my students are achieving to their maximum
potential.
Sub Group 2 Analysis

Sub Group 2

PreAssess

Column1

As with the analysis of my first sub group, I found the separation of the data
between male and female students to be very interesting. The two groups have
nearly the exact same pre-assessment average. The girls average 6.3 and the
boys average 6.1. At the end of the unit, however, the girls have a final
assessment average score of 19.7 and the boys average 18.6. They begin very
closely aligned, but the girls finish nearly an entire point ahead of the boys. When I
consider the difference in scores, one of the key differences in the writing between
my girls and boys, in a general sense, is length. For the pre-assessment, most of
the students, with a few exceptions, created a very basic initial piece of writing
with a couple of basic sentences and an illustration. When it came to the final
project, the girls showed a distinct tendency to add substantial length and details
to each section of their writing, whereas the boys maintained more a concise
writing style. Perhaps encouraging my boys to add more details to their writing
and specifically teaching action verbs would help them add more depth to their

writing. Another potential strategy would be to mix my writing groups so that the
students who have a tendency to write less can be paired or grouped with students
who have a tendency to write more. Then, students can model fluent writing for
one another.

Sub Group 3

Pre Assess

Column1

For this third sub group, I separated the data results for my students with
IEPs and my students without IEPs. My students on IEPs had lower scores overall,
but their growth was excitingly high! My IEP students had a pre-assessment score
of 1, whereas the non IEP group had an average score of 7.1. At the end of the
unit, however, the IEP group gained 12 points on their final assessments,
averaging a score of 13 points. The non IEP group gained an average of 13.1
points. The gains between both groups are nearly identical, which is a very
heartening observation. Despite the differences in the final score, these students
growth equal to the non IEP students, which is very gratifying to see.

Growth Comparison

Student 1

Student 2
Pre Assess

Column1

I find the data from these two students to provide an interesting comparison
both of final results as well as of sub group categories. Student 1 had a very strong
pre-assessment that included a number of factual pieces and some clear writing.
Student 2s pre-assessment contained little factual information in words but did
provide an illustration with pertinent labels. Over the course of the unit, Student 2
became increasingly engaged in the learning process and discovered that she had
a great deal of information to share as her father is a whaler. She felt empowered
by her learning and position as a mentor for a student who did not have the same
background information. Student 2 grew 18 points from her pre-assessment to
post assessment and became so engaged in her final writing piece that she had to
add additional paper to complete her work.
Student 1, on the other hand, grew 4 points from his pre-assessment to postassessment. Student 2 showed initial interest in the unit and the learning, but
lacked interest in developing his final writing piece. Student 2 participated in the
group conversations and learning but lacked the same investment level of Student

2. Their ability level was no different, and Student 1 could have easily completed
work at the same level as Student 2, but the interest wasnt there for him. As a
teacher, this distinction demonstrates the importance of incorporating choice in
the curriculum. When student interest is there, the work can far exceed a teachers
expectations.
Learning Gain Score Calculation
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Refection and Self-Evaluation

In the course of the process of completing the Teacher Work Sample, I had
the opportunity to carefully analyze my instruction and how the manner in which I
teach either helps or hinders my students as they learn. By regularly assessing my
students with both ongoing formative assessments as well as more large-scale
summative assessments, I was able to directly link their successes and their
challenges to my instructional decisions. By creating a rubric by which to judge
their growth, I had a consistent roadmap for each aspect of the unit in terms of the
structural component and the quality of the content. Each component of this

project challenged me to refine my teaching to ensure maximum achievement

levels from my students.
In particular, my professional growth in the area of understanding human
development and its impact on learning (goal 2) was significant. I was in the
fortunate position of beginning this teacher education program as a Kindergarten
teacher, and then I looped up to 1st grade with my class. My studies deeply
informed my teaching of primary students, and I have truly gained an immense
respect for the learning that takes place in early childhood education and the
primary years. I also worked hard to create a safe place to learn for my students in
which they felt safe to grow and explore and make mistakes (goal 6). The
coursework that I completed regarding differentiation and the Understanding by
Design lesson and unit framework helped me to anticipate the needs and
accommodations of my diverse student population, which helped us to create a
more supportive and safe learning environment.
This unit on How to Catch a Whale used appropriate learning targets in that
learning how to write instructional texts is a 1st grade Alaska Standard for writing
and knowing the steps for how to properly hunt a whale is a component of our
Inupiaq Learning Framework on the North Slope. One area in this lesson where I
feel I could have improved is by creating alternative means of expression of
learning at the end of the lesson. Completing a final piece of instructional writing
was necessary to meet the target, but I believe that two of my student could have
benefited from having a secondary means for expressing their learning, whether
orally by verbally teaching another person or by experientially acting out the main
steps involved. Both of these options could have supplemented the writing piece in

order to allow the students to express a deeper level of understanding than their
writing alone conveyed.
In terms of how I plan to improve my professional practice, I believe that
having a better understanding of the cultures in my community can help me to be
a better educator. I plan to continue to study the local flora and fauna by taking
Continuing Education credits through the REACH Science grant which brings expert
scientists into trainings with teachers as well as classroom. I also plan to take
additional coursework through Ilisagvik College, a tribal college in Barrow that
offers courses that explore the culture of the Inupiat people. On a smaller scale, I
have formed a professional reading group with a fellow teacher to study more in
depth Lucy Calkins Units of Study for writing in the primary grades. I have taken a
particular interest in writing and self-expression among primary aged children
since undertaking this Teacher Work Sample, and I am excited to continue to grow
my teaching practice in this field.