Kendra Luckey

Practicum 360
Michael Allen
Teacher Work Sample

Saint Mary-of-the-Woods College

Teacher Work Sample
Cover Page

Teacher candidate name: Kendra_Luckey

Licensure/program area: Transition to Teaching (K-6th)
College Supervisor: Michael Allen
School/Center: Danville North Elementary
Grade/age: Co-ed/ 5-8
Subject Elementary Education
Date 2/20/17
Course number Ed-360 Practicum Elementary
Score ______________
 Kendra Luckey
Practicum 360
Michael Allen
Teacher Work Sample

Classroom Context/Community and Family Engagement

a. Danville North Elementary is a regular primary school. This elementary

school is part of the Danville Community School Corporation in Hendricks

County. It is located in a large suburb with over 250,000 citizens. North

Elementary is currently a Title I School. My placement is with a cooperating

teacher, Jordan Wheeler, in 2nd grade. Jordan has a class that has over 50%

of her students as being flagged high ability. The class size is 23 students,

which the majority of the class is from middle class families. There is one

student that is from the lower class family. There is also a student who has

some emotional and behavioral issues.

b. Family and stakeholder communication and collaboration

Family and community resources:

o Guest Speakers
o Field Trips
o Event Evenings at the school
Family communication:
o Class Newsletter
o Email
Family involvement:
o Parent Volunteers for Holiday Party
Family involvement:
o Making your child a lifetime reader by encouraging reading at
home
 Kendra Luckey
Practicum 360
Michael Allen
Teacher Work Sample

TEACHING CONTEXT DESCRIPTION

Class/Classroom Information

1. Grade levels in class (list all that apply): 2nd grade

2. Ages in class (list all that apply) 7-8

3. Number of students enrolled in class: 23

4. Number of students typically present: 23

5. Time available each day to teach all students (in this class): 7:35-2:08

6. Resources (equipment and supplies) available for this class (mark one):

_*_ Well-equipped and supplied (for example, multiple technologies,

sufficient paper and supplies)

____ Adequately equipped and supplied (access to technology and

appropriate paper and supplies)

____ Poorly equipped and supplied. (limited technology and supplies or

rationing of supplies)

7. Community, district and school factors:

Student/Teacher Ratio: 17.0

Number of students: 564

Racial breakdown:
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Practicum 360
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Teacher Work Sample

White: 92.2%

Two or more races: 3.5%

Hispanic: 2.8%

Free/Discounted Lunch Recipients: 34.0%

Individual Differences

1. Number of students in class with diverse languages: 0

2. Number of students in class with IEPs: 0

3. Number of students in pull-out or supplementary programs:

_1__Title I ____Gifted ____RTI ____ Other:

4. Patterns of development (number of students typically at each level)

____ Atypical 9 Typical 14 Advanced

Note other class/classroom conditions, if any, that have caused you to adjust

instruction in some way:

 Kendra Luckey
Practicum 360
Michael Allen
Teacher Work Sample

One student with emotional and behavior issues cause me to adjust

my instruction.
Another student that rushes through all of the assignments, I have plan

additional activities to echo the objectives of the lesson.

Assessment of Prior Knowledge (Establishment of a Baseline):

I pre-assess my students before every series by one of the following

ways:
o Carousel Brainstorm - Chart papers containing statements or

issues for student consideration are posted around the

classroom. Groups of students brainstorm at one station and

then rotate to the next position where they add additional

comments. When the carousel stops the original team

prepares a summary and then presents the large groups

findings. A Carousel Brainstorm is an active, student-centered

method to generate data about a groups collective prior

knowledge of a variety of issues associated with a single topic.

o Concept Maps - Ask students to create a "map" of ideas

connected with a topic. They should consider how the topics link

to each other and use lines or "linking" words to join the

concepts together and describe the relationship. They can then

revisit these maps later in the study (using a different color

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Practicum 360
Michael Allen
Teacher Work Sample

marker to add new ideas) or draw new ones that reveal their

expanded understanding.

o KWL Charts - K-what does the student know? W-what does the

student need and want to know? L-what did the students learn?

This is an effective pre-assessment tool and summative

evaluation tool. The "L" can also be used them as part of an

open-ended question on a test allowing the students to share the

depth of knowledge that was gained in the unit of study.

Step 3: Planning Instruction

Connect Standards/Foundations

Standard/Foundati Objective Learning Assessment

on Activities
3.ESS.1 Identify and describe Distribute blue Analyzing different

cloud types construction paper, kinds of clouds and

cotton balls, and chalk classifying them

and allow students to scientifically

use the items to

create and label a

cloud of their own.

Saint Mary-of-the-Woods College

 Kendra Luckey
Practicum 360
Michael Allen
Teacher Work Sample

Education Department

Lesson/Activity Plan Template

Teacher Candidate Kendra Luckey

Name of Lesson Cloud Eyewitness

Subject Science Grade 2nd - 4th

Rationale for lesson:

This lesson would allow students to become cloud experts before making

custom clouds, complete with weather predictions.

Learning outcomes/objectives:

Students will identify and describe cloud types through a fill in the blank

chart and create-a-cloud activity.

Assessment of student outcomes:

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Practicum 360
Michael Allen
Teacher Work Sample

Have students share their cloud pictures with labels and the likely

weather associated with it.

Collect the worksheets and cloud pictures and assign a percentage

grade.

Related Foundations/Indiana? Academic Standard:

3.ESS.1 Obtain and combine information to determine seasonal weather

patterns across the different regions of the United States.

Materials Needed:

Cloud Chart worksheet

Blue construction paper

Jumbo cotton balls, large bag

Pitcher of water

White and grey chalk

Lesson/Activity Presentation:

Anticipatory set:

Hold up a cotton ball and describe it as fluffy and soft. Ask students to

respond with a thumbs up or down to indicate their response to the question:

 Kendra Luckey
Practicum 360
Michael Allen
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Are clouds fluffy and soft, too? Explain that though they may look fluffy and

soft, clouds are actually made of teeny tiny drops of water that are so small

they can float in the air. As long as the cloud and the air that it's made of are

warmer than the air around it, it floats. Stretch another cotton ball into an

elongated shape and add that clouds have different shapes and sometimes

colors. The shapes and colors can help us predict the weather. Pick up

another cotton ball and hold it up high, then towards your middle, then to

your shoes as you explain the high cloud group as cirrus the middle cloud

group as alto and the low clouds group as stratus. Announce that we will

learn to be cloud scientists today as we learn how to identify and even create

our own clouds.

Teaching procedures:

1. Project the second page of the Cloud Chart and ask student volunteers

to find all of the cirrus, then alto, then stratus type clouds.

2. Prompt students to realize the link of the terms high-cirrus, middle-alto,

low-stratus method of finding the clouds.

3. Point out the miles side of the chart and show that clouds start from

one mile and go up to almost nine miles.

4. Point to and add features of each kind of cloud and explain that since

we have categorized the clouds, now we will describe them.

Cirrus clouds: These are made of ice and are blown by the wind into

long lines that are sometimes described as looking like horses tails.
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Cirrocumulus: These are also made of ice crystals. They usually

occur in the winter and indicate cold but fair weather.

Cirrostratus: Also made of crystals, this cloud type is almost see

through. The sun and moon can be seen behind them. They have a

halo-like or hair-like appearance.

Altostratus: Like the cirrostratus clouds, altostratus clouds that are

thin are almost see-through, but are darker in color. Thick

altostratus are not at all transparent, or see through.

Nimbostratus: These clouds a dark gray and usually happen with a

persistent rain or snow period.

Stratocumulus: These gray clouds hang low in the sky and look

lumpy with streaks of clear sky in between.

Altocumulus: Like stratocumulus clouds, these clouds look lumpy,

but they are bigger puffs and are bunched together higher in the

sky.

Cumulus: These are the fluffy, cotton ball type clouds that are

sometimes called fair-weather clouds.

Cumulonimbus:. It is a bigger version of the cumulus cloud, which it

may have started out as.

Anvil cloud/ Cumulonimbus Top: This is a cumulonimbus cloud that

has a top that looks like a huge pile of hair thats flat on the top.
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Practicum 360
Michael Allen
Teacher Work Sample

Guided & independent practice:

Guided:

Distribute the Cloud Chart worksheet and give directions.

Review the answers with the whole class on the projected image of the

page

Independent:

Distribute blue construction paper, cotton balls, and chalk and allow

students to use the items to create and label a cloud of their own.

Ask students to think about what kind of weather is likely with the

cloud they create and to be ready to tell what that weather is.

Closure:

Say a cloud name and ask students to choral-respond with where in

the sky it might be found (high, middle, or low) and what kind of

weather is likely to occur with it.

If possible, take children outside to name clouds by scientific names.

Differentiated instruction:

Enrichment: Challenge students to create alternate descriptive cloud

names for the cloud types.

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Practicum 360
Michael Allen
Teacher Work Sample

Support: Reduce the amount of labels required on the guided practice

activity. Allow students to have more time to study the cloud chart

before doing the worksheet.

Cultural diversity emphasis (if appropriate): N/A

Technology (if appropriate): Using the IPads to research the clouds further

while creating their display with cotton balls.

Reflection on lesson:

This was a fun short science lesson that we completed on one of the flex

days for math. This class was extremely enthralled in weather, so I felt as

though they thoroughly enjoyed this lesson.

 Kendra Luckey
Practicum 360
Michael Allen
Teacher Work Sample

Step 4 Implementation: Teaching & Learning

Assess the students knowledge by having them brainstorm with their

table groups according to what they know about clouds.

Our classroom has ten IPads which I used to give two to each table

group to allow research while creating their clouds with the cotton

balls.
The pre-assessment would be the brainstorming activity from before.

During the instruction, I would assess each students understanding

throughout the lesson by using the recall and wait time strategy. The

post-assessment once the lesson is finished was assessing their

worksheets, but also having them recall at the conclusion of the lesson.

Step 5 Assessment Results and Analysis of Student Learning

This lesson was implemented fairly close to what I had planned out

originally, but I did find a Youtube video to introduce this lesson as well

during my anticipatory set. If I was to teach this lesson again, I would could

up with a plan to make sure that everyone in the table group is participating

in the graphic organizer pre-assessment because I want every student

engaged. The part that surprised me the most throughout this lesson was

the depth of knowledge that my students already had on weathers and

particularly cloud. Once the lesson was concluded, we went back to our

brainstorming activity to allow the students to add to their graphic organizer

as to what they had learned from the lesson. There was a significant
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Practicum 360
Michael Allen
Teacher Work Sample

difference in the beginning graphic organizers original brainstorm and the

final brainstorm activity. The best part about instructing this lesson was once

we had finished I had multiple students coming to me during recess making

some connections with our lesson. I had many students come up to me

shouting on the playground that day saying, Miss Luckey, those clouds up

there look like Cumulus clouds! The most gratifying part of this lesson was

being able to see my students making connections immediately after

completing the lesson. This class was extremely enthralled in weather, so I

felt as though they thoroughly enjoyed this lesson.

The students were tested on this content on the Week 6 assessment;

the class had a class average of 82.3% on the five cloud-content-based

questions. In the district of Danville, if our students achieve a score of 80%

or higher this dictates that our students mastered this content. Per my

cooperating teachers science test data, the students surpassed mastery on

these cloud content based questions, which was their above-level content

questions. Clouds were the above level content for this assessment and on

the prior test gravity was their above-level content area, in which they only

scored an average of 75% on those five above-level content questions on the

prior science test. This data shows that this lesson implemented had

significant impact on the students learning according to their Week 6

assessment.
 Kendra Luckey
Practicum 360
Michael Allen
Teacher Work Sample

Outcomes/ Assessments Format of Adaptations

Objectives Assessments

3.ESS.1 Obtain and Pre-Assessment Concept Map: Repeating and

combine information Asking the students to adapting instructions.
to determine seasonal write what they know Demonstrate a
weather patterns about clouds before concept map on the
(clouds) starting the lesson. projector. Keeping
each student engaged
in their table groups.
Formative Assessment Creative Extension Providing an example
Project: Create a of my cloud poster.
poster or collage Passing the materials
illustrating the subject out amongst table
matter groups. Asking
questions throughout
the poster activity and
having students reply
with answers.
Post-Assessment Analyzing Student
Work: Gaining
information from the
students concept
maps, posters, and
worksheets.

Week 6 Assessment
 Kendra Luckey
Practicum 360
Michael Allen
Teacher Work Sample

Student Examples of the Cloud Posters

 Kendra Luckey
Practicum 360
Michael Allen
Teacher Work Sample

Step 6 Reflection and Self-Analysis

The original expected outcome was achieved by this lesson, and I know

that it was effective because of analyzing the students work but also the

connections that were made. Those multiple students that made a

connection like observing the clouds during recess shows that the expected

outcome was achieved. Before starting this lesson, I assumed many of the

students would not have an enormous amount of knowledge about clouds

but I was completely wrong. Since the conclusion of this work sample, I

continued to implement small science lessons typically revolving around

weather for this particular class when there was flex time.

While teaching this lesson I started to see my classroom management

start to form. I was happy to have an environment of movement and

collaboration, but still being able to grabbed the students attention when

needed. I feel as though my assessments for this particular lesson worked

well, and it allows me to gage my students understanding prior, during, and

at completion. I believe that the evidence from this lesson did depict student

learning. I believe my strengths and weaknesses are evident in both my

student and professional life. The strengths I believe I possess are good time

management and very detail oriented. My time management, because I am

very avid for planning and prioritizing tasks. I am detail oriented in many

ways. For instance, I pick up on body language very quickly when noticing
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Practicum 360
Michael Allen
Teacher Work Sample

nonverbal cues. My biggest weakness is delegation. I would rather take all

the responsibilities and obligation than delegating to someone else, because

I fear a task will not get completed the way I would like it to be finished.