Elizabeth Curtin

SPED 441

Summative Assessment 2

Grade Level: First Grade Unit: Community, Neighborhood, and Neighborhood Helpers 1. Know, Understand, and Be Able to Do a. Students must Know: i. Communities are made up of individual people, families, children, and workers ii. Good citizens are people who are involved and participate in the community, are respectful of community and individuals property, follow laws, and help other citizens when they are in need iii. Community helpers are doctors, nurses, firefighters, police men, mail carriers, and teachers iv. Communities face struggles and hardships. These hardships can be natural disasters, fires, death of a community member, legal battles, economic problems v. Know the meaning of: Neighborhood, Neighbor, City, Rural, Law, Respectful, Safe, Service Project b. Students will Understand i. Communities are places where we live, work, and play ii. People who live, work, and play in the community are members of the community iii. Each community has similarities and differences. Different communities are made up of different people, different jobs, different places, and do different things. Communities also have similarities that can include how many/types of people, community helpers, laws, and jobs. iv. Each member of the community has unique characteristics. These can include family, job, interests, opinions, and community involvement v. Members of a community follow rules. There are laws that community members must follow. vi. There are community helpers whose job it is to help everyone in the community. vii. Community members participate in community service in an effort to benefit the community as a whole. c. Students will Be Able to Do i. Identify pictures of firefighters, police officers, doctors, nurses, dentists, mail carriers, and teachers and provide a short job description for each ii. Draw a general map of their community. The map should include their school, their home, frequently visited locations, and any big community landmarks/places iii. Recognize examples of good citizens when presented with citizen descriptions. Good citizens are citizens who participate in the community, follow the laws, are respectful of property and others, and help others in the community.

Elizabeth Curtin

SPED 441

Summative Assessment 2

iv. Recognize examples of bad citizens when presented with citizen descriptions. Bad citizens are people who are uninvolved, unhelpful, disrespectful, rule-breakers, etc. v. Explain the different jobs of community helpers. vi. Analyze the different members that make up a community and how these members work together to supply one another with the goods and services needed for the community to survive. Students will be able to state the various members that can potentially make up a community including community workers, children, parents, other family members, individuals, and law makers. Students will then be able to list one reason each member that makes up the community can help another member. 2. Target behaviors for Rico, Shari, and Steve a. Steves Target Behaviors i. Know 1. Steve will be able to list the different people that make up a community. Mastery will be stating that the people who live, work, and play in the community are community members. 2. Steve will be able to list three characteristics of a good citizen. Mastery will be listing 3 or more of the following characteristics: people who are involved and participate in the community, are respectful of community and individuals property, follow laws, and help other citizens when they are in need. 3. Steve will be able to list different community helpers. Mastery will be listing at least 4 of the following community helpers and their jobs: doctors, teachers, nurses, police men, firefighters, mail carriers 4. Steve will give two examples of struggles that communities can face. Mastery will be listing two examples. Some examples may include natural disasters, economic problems, death, fires, legal battles, etc. 5. Steve will be able to define the words neighborhood, neighbor, city, rural, law, respectful, safe, service project. ii. Understand 1. Steve will name two similarities and two differences that communities might have. Mastery will be stating two of each. 2. Steve will be able to give examples of laws. Mastery will be stating examples of two laws a community might have. 3. Steve will participate in a community service project with a local agency. Mastery will be completing 5 hours of community service with a local agency. iii. Be Able to Do 1. Steve will be able to label a general map of his community with stars representing his home and school. Mastery will be correctly identifying the location of his home and school on a pre-made map.

Elizabeth Curtin

SPED 441

Summative Assessment 2

2. Identify pictures of firefighters, police officers, doctors, nurses, dentists, mail carriers, and teachers. Steve will be able to provide a general job description for police officers, fire fighters, doctors, and mail carriers. Mastery will be correctly identifying a picture of each of the above and providing a general job description of the 4 helpers listed. 3. Steve will be able to recognize examples of good citizens (compared to examples of bad citizens) when presented with good/bad citizen descriptions. Good citizens are citizens who participate in the community, follow the laws, are respectful of property and others, and help others in the community. When presented with 5 examples, Steve will correctly determine if they show good citizen characteristics. b. Sharis Target Behaviors i. Know 1. Shari will be able to list the different people that make up a community. Mastery will be stating that the people who live, work, and play in the community are community members. 2. Shari will list two characteristics of a good citizen. Mastery will be stating two characteristics. One must be a characteristic discussed in class (people who are involved and participate in the community, are respectful of community and individuals property, follow laws, and help other citizens when they are in need) and another can be something Shari believes makes someone a good citizen. 3. Shari will be able to provide examples and short job descriptions of three community helpers. Mastery will be giving three examples from the following: doctors, teachers, nurses, police men, firefighters, mail carriers. 4. Shari will give two examples of struggles that communities can face. Mastery will be listing two examples. Some examples may include natural disasters, economic problems, death, fires, legal battles, etc. One example must be listed above and another example can be something Shari believes can be a community struggle. 5. Shari will be able to define the words neighborhood, law, neighbor, city. Mastery will be correctly defining each word. ii. Understand 1. Shari will be able to give examples of laws. Mastery will be stating examples of two laws that her community has. 2. Shari will participate in a community service project. Mastery will be completing 5 hours of community service with a local agency.

Elizabeth Curtin

SPED 441

Summative Assessment 2

iii. Be Able to Do 1. Shari will be able to identify pictures of community helpers on a worksheet. Mastery will be correctly identifying a police officer, firefighter, and doctor. 2. Shari will be able to identify her home on a map. Her home will be starred on the map and Shari will point to her home on the premade map. c. Ricos Target Behaviors i. Know 1. Rico will know that community members are the people who live in the community. When asked if a familiar person who lives in the community is a community member, Rico will state yes. When asked if a familiar person who does not live in the community is a community member, Rico will state no. Mastery will be correctly choosing if a member is a community member 5 times. 2. Rico will state that there are good and bad citizens in the community. Rico will exhibit this by pointing to pictures of citizens doing good deeds such as working at the store, cleaning the street, or helping one another. He will identify three of these pictures in a group of pictures of citizens doing both good and bad things. 3. Rico will be able to name two of the following community helpers: doctors, nurses, firefighters, police men, mail carriers, and teachers. Mastery will be naming two of the above community workers when asked by a teacher or aide. ii. Understand 1. Rico will work with a peer tutor in the community 3 days a week. He will perform community service at a local agency with the help of his peer tutor. Mastery will be completing 3 hours of community service each week. iii. Be Able to Do 1. Rico will correctly identify a police officer and fire fighter. When presented with a picture, Rico will state what community helper is shown on the picture. 3. Assessment Procedures a. Baseline assessment for students will be a written worksheet or teacher-student conversation for students to complete in relation to community and community helpers. This will give me a general idea of my students currently knowledge level in this area. Students can choose whether they want to take a written assessment or have a conversation with the teacher. The test/conversation will include the following questions/activities: i. Who are the people in a community? ii. Who are good community members? iii. What do people do in a community?

Elizabeth Curtin

SPED 441

Summative Assessment 2

iv. How is your community like another community in another state? How is it different? v. What problems happen in your own community? vi. Circle which of the following are community helpers. For the ones you circle, write one of their jobs that they do underneath the picture. (Show pictures of firefighters, police officer, children, librarians, doctors, teachers, fast food worker, mail carrier, nurse, parent, grandparent vii. Write in your own words what neighborhood, neighbor, city, rural, law, respectful, safe, and service project mean. viii. Draw a map of your neighborhood. Circle your house and underline your school. For Steve and Shari, the questions will be slightly modified. The questions would be as follows: -Who are the people in your community? -What are some good things you do that make you a good member of your community? -What kinds of things can you do in a community? -Do you think your community is similar or different from other communities in your state? -Do you have any problems in your community? What are they? - Circle which of the following are community helpers. (Show pictures of firefighters, police officer, children, librarians, doctors, teachers, fast food worker, mail carrier, nurse, parent, grandparents) -What do neighborhood, neighbor, city, rural, law, respectful, safe, and service project mean? -Show students a map of their community and have them circle where their house and school are located (house only for Shari) For Rico, the questions will be as follows: -Who are the people in your community? - Circle which of the following are community helpers. (Show pictures of firefighters, police officers, children, and fast food worker -Show pictures of both good and bad citizens (people doing good and bad deeds). Have Rico point to the pictures of the good citizens. b. Midpoint assessment probes will include shorter probes on specific lessons. i. Lesson: Community Helpers and Their Jobs 1. Have students do an oral presentation on one of the six community helpers. Within this presentation, students must also talk about two other community helpers and their jobs. They must also dress up as their favorite community helper and talk about three different ways that helper assists the community. Students will then present the information to the class by dressing up like their helper and talking about three community helpers and their job descriptions.\

Elizabeth Curtin

SPED 441 The rubric would be as follows: Task Identifies 3 community helpers Identifies two duties of each of the three community helpers Gives a detailed job description of their favorite community helper Dresses up as their favorite community helper Yes (3)

Summative Assessment 2

Some (2)

No (1)

For this assessment, I would make modifications for Shari and Rico. For Shari, I would allow her extra time to complete the assignment. I would also ask her to only discuss two community helpers and would modify the rubric to only assess her on her dressing up as her helper, identification of two community helpers, and giving a detailed job description of her specific helper. For Rico, I would pair him with a peer tutor who would help him to create a poster on a community helper. He and a peer tutor would dress up as their helper and create a poster that has pictures and information about a specific community helper. ii. Lesson: Helping Your Community 1. For this lesson, I would have students find an agency in the community that would allow them to perform three hours of community service. After they preformed this service, I would allow students to choose from a few activities: a. Write a short essay about the different ways a community member can help their community. Include how you were able to also help your community through your community service. b. Create a poster about different ways one can help their community. Have students add pictures and short explanations about how their community service experience allowed them to help their community. c. Create a PowerPoint presentation about different ways one can help their community. Have students include ways that

Elizabeth Curtin

SPED 441

Summative Assessment 2

their community service allowed them to help their community. The rubric for this assignment would be as follows: Task Yes (3) Some (2) No (1) Identifies 3 ways a community member can help their community Identifies 3 characteristics of a good citizen Includes a description of their community service project Describes how their community service allowed them to help their community For this assignment, I would make modifications for Rico and Shari. For Shari, I would have her complete her community service, but would modify the assignment slightly. I would have her orally present her information. She would need to state 1 way a community member could help their community and two characteristics of a good citizen. She would also need to describe her experience to the class and how this allowed her to help her community. For Rico, I would have him go around his neighborhood and take pictures of people being good citizens. Rico would then show these pictures in class. He would be required to take 4 pictures of 4 different people exhibiting good citizenship. c. The comprehensive/final assessment I would provide for my students would be a My Community Scrapbook. Students would need to create a scrapbook all about their community. The scrapbook would need to include: - Pictures of 3 different community members. -A page with 3 different community helpers pictures and a short job description -A page with a picture that represents a struggle their community has faced in the past -A ven-diagram comparing and contrasting their community to another community in the area (at least 4 similarities and differences) -3 laws in their community -a drawn map of their community with their home and school locations highlighted For Steve, this assessment would be slightly modified. Steve will be provided with a map and would need to identify his home and school locations on the map. Also, Steve would need to list 2 similarities and differences in is ven-diagram. For

Elizabeth Curtin

SPED 441

Summative Assessment 2

Shari, this assignment would also be modified. She would need to identify 2 community members and community helpers (rather than 3), would not have a ven-diagram page, would give examples of 2 laws, and would also be provided with a map in which she would locate her home. Rico would be required to visit 3 different community helper locations (post office, fire station, police station, etc) and perform 1 hour of community service at each. Rico would then talk with his classmates about the different community services he provided and how he was able to assist the community helpers with their jobs.

4. Lesson: Community Helpers and Their Jobs i. Whole Group Outcomes: 1. Students will know community helpers are doctors, nurses, firefighters, police men, mail carriers, and teachers. 2. Students will understand there are community helpers whose job it is to help everyone in the community. 3. Students will be able to identify pictures of firefighters, police officers, doctors, nurses, dentists, mail carriers, and teachers and provide a short job description for each ii. Steves Target Behaviors 1. Steve will be able to list different community helpers. Mastery will be listing at least 4 of the following community helpers: doctors, teachers, nurses, police men, firefighters, mail carriers 2. Identify pictures of firefighters, police officers, doctors, nurses, dentists, mail carriers, and teachers. Steve will be able to provide a general job description for police officers, fire fighters, doctors, and mail carriers. Mastery will be correctly identifying a picture of each of the above and providing a general job description of the 4 helpers listed. iii. Sharis Target Behaviors 1. Shari will be able to provide examples of three community helpers and give short job descriptions. Mastery will be giving three examples and job descriptions from the following: doctors, teachers, nurses, police men, firefighters, mail carriers. 2. Shari will be able to identify pictures of community helpers on a worksheet. Mastery will be correctly identifying a police officer, firefighter, and doctor. iv. Ricos Target Behaviors 1. Rico will be able to name two of the following community helpers: doctors, nurses, firefighters, police men, mail carriers, and teachers. Mastery will be naming two of the above community workers when asked by a teacher or aide. 2. Rico will correctly identify a police officer and fire fighter. When presented with a picture, Rico will state what community helper is shown on the picture. v. Lesson Plan

Elizabeth Curtin

SPED 441

Summative Assessment 2

1. Introduction: Community helpers are people who help us and our neighborhood. They provide different services for us. (Ask students what a service is). In this lesson, we will learn about six different community helpers. They are fire fighters, police officers, doctors, nurses, teachers, and mail carriers. We are going to be going to various stations around the room and reading books and learning more about the different people. 2. Stations: Group students heterogeneously. Have these students move from station to station. Each station will have a book to read (http://www.mrsnelsonsclass.com/teacherresources/thematicunits/c ommunityhelpers.aspx). Each station will also have various activities. For example: a. The doctors/nurses station will have students read the doctors/nurses book and make a medical bag. They will cut out various medical supplies and make a group medical bag with all the supplies inside. b. At the mail carriers station, students will read this poem: What Can We Send in the Mail? (tune: "Go In and Out the Window") (from Mailbox Magazine) What can we send in the mail? What can we send in the mail? What can we send in the mail? At the post office today? Oh, we can mail a letter. Oh, we can mail a letter. Oh, we can mail a letter. At the post office today. *Repeat second verse, replacing "letter" with other words such as valentine, package, postcard, birthday card, etc.) c. At the firefighters station, students will make a fire fighters hat (http://www.mrsnelsonsclass.com/downloads/pdf/themeuni ts/communityhelpers/firefighter_hat.pdf). On the hat, students will list two ways fire fighters help the community.

Elizabeth Curtin

SPED 441

Summative Assessment 2

d. At the police station, students will read this poem: Five Police Officers Five police officers, standing by the store, One directed traffic, and then there were four. Four police officers, watching over me, One took home a lost girl, and then there were three. Three police officers, dressed all in blue, One stopped a speeding car, and then there were two. Two police officers, how fast they can run, One caught a bank robber, and then there was one. One police officer, standing in the sun, Sun went down, he went home, and then there were none. e. At the teachers station, students will write a story about their favorite teacher they have ever had in school. 3. Conclusion: At the end, the class will come back together as a large group. I will pass out six sticky notes to each student. Students will write one way each of the six community helpers serve them. The students will then put their sticky notes on a chart that has six columns (one for each helper). The chart will be displayed in the classroom. vi. Differentiated Instruction 1. For Steve and Shari, I will provide each of them with a peer tutor. This peer tutor will read the stories at each station with them and they will complete the projects together. By creating heterogeneous groups, my students will be able to be paired with higher-leveled peers. In addition to these groups, though, each of my two students would be specifically paired with one higherleveled peer tutor. This will differentiate the process in which students learn. Students will be less independent (equalizer) in their work. This will provide scaffolding to these two students. As well, I will differentiate the content for Rico. Rico will spend all of his time at the police officer and fire fighters stations. This will allow Rico to focus solely on these two stations because his target behaviors are revolved around these two helpers. I will also provide very specific, written directions for Rico at each station. This will help Rico by clearly defining (equalizer) his tasks at each station and making the lesson simpler (equalizer). By providing Rico with less and more direct content and directions, he will be able to focus on his individual goals and objectives.