SCHOOL OF EDUCATION CLAFLIN UNIVERSITY

UNIT WORK SAMPLE GUIDELINES EARLY CHILDHOOD & ELEMENTARY

Successful teacher candidates support learning by designing a Unit Work Sample that employs a range of
strategies and builds on each students strengths, needs and prior experiences. Through this performance
assessment, candidates provide credible evidence of their ability to facilitate learning by meeting the following
standards:

The candidate uses multiple assessment strategies and approaches aligned with learning goals to
assess student learning before, during and after instruction.

The candidate designs instruction for specific learning goals, student characteristics and needs, and
learning contexts.

The candidate uses regular and systematic evaluations of student learning to make instructional
decisions.

The candidate uses assessment data to profile student learning and communicate information about
student progress and achievement.
The candidate reflects on his or her instruction and student learning in order to improve teaching
practice.

The candidate will create a Unit Work Sample to demonstrate its impact on student learning. The attached
template, which consists of several components, should be used to fulfill this requirement. Attach samples of
student work as an appendix.

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 EDUC 450: PROFESSIONAL CLINICAL PRACTICE

SCHOOL OF EDUCATION CLAFLIN UNIVERSITY

UNIT WORK SAMPLE TEMPLATE EARLY CHILDHOOD AND ELEMENTARY

Section I:

Candidate: Jacob Gilliard Cooperating Teacher: Mrs. Robinson Academic Year: 2016-2017

District: Orangeburg 5 School: Whittaker Elementary Grade Level: 4

Subject: English Dates of unit: from to

Section II: Description of Students: Describe (1) the number of students, (2) demographics of the students, and (3)
any other special features or important information that you included in your Long Range Plan as you described your
students. Dont forget to include how you obtained your information about the students.

There are a total of 67 students. There are 35 males and 32 females. There are 42 African American males
and 41 African American females; 1 Caucasian male; and 2 Hispanic males. There are four resource
students one of which is a speech only resource student. These students receive additional help from the
resource teacher during instruction. There are also four ESOL students. One of the four ESOL students is
very strong in reading and has a high average in English language arts. The other 3 ESOL students have
difficulties with certain words while reading and this difficulty causes problems while reading assignments
independently. Overall, the SES status is below poverty, which may slightly affect student performance. If
presented with any difficulties, I will do my best to accommodate students as necessary. As reported on
Whittaker Elementary Schools 2012 report card, 33.8% of students results were exemplary, 50.6% of
students results were met, and 15.6% of students results were not met for English Language Arts.

Section III: Contextual Factors: Describe the contextual factors, including the (1) relevant
student characteristics from Section II, as well (2) as other factors related to the community,
district, school, classroom or students, that are likely to impact instruction and/or student
learning with regard to the selected instructional unit. Include a (3) description of the ways in
which each of these factors will be taken into consideration during unit planning and
instruction.

As stated above, there are 86 students that I will teach during my Main Idea unit. This information is
pertinent to my unit because these students come from diverse backgrounds and have different learning
styles. After consulting with the resource teacher, I know that three of my students receive additional
assistance during instruction, and one student only receives assistance for speech. This is important
information because I have to adjust my lessons and teaching strategies to accommodate these students
to maximize learning. There are four Hispanic students that are ESOL. One of these students is very
strong in ELA, and the other has a few difficulties but is still receiving good grades on assignments.
According to the cafeteria manager, the most of the students are living in poverty and receive free or
reduced lunch. These factors may affect my instruction, but if a problem arises, it will modify and adjust my
lesson as necessary to accommodate each student.

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Section IV: The Unit Plan

Section IV A: Major Unit Objectives (1) List the unit objectives and (2) indicate the corresponding state standards.
(Remember objectives must contain 4 parts: performance, product, conditions and criterion.)

Correlated
Unit Objectives Standards/Expectations
4-1.1 Analyze the details that support
ELA 1: 80% or more of the students will be able to analyze the details that support the the expression of the main idea in a
expression of main idea in a given literary text after being familiarized with content. given literary text.

4-2.1 Summarize evidence that

2: 80% or more of the students will be able to summarize evidence that supports the supports the central idea of a given
central idea of a given informational text. informational text.

Section IV B: Instructional Plan

Describe your instructional plan that is, the (1) sequence of steps that you need to follow if your students are to achieve the
unit objectives. (2) Describe the key instructional activities, strategies, materials and resources including instructional
technology), and indicate the unit objectives (numbered according to the order in which they are listed in Section IV A) that
are addressed.

SUBJECT: English Language Arts Unit Title: Main and Central Idea Length: 2 weeks

Instructional Plan for the Unit

Unit Objective
Activities/Strategies/Materials/Resources Timeline Number(s)
Bell Ringer: Students will be presented with a short passage 5 Days
1
and will be required to find the main idea and a supporting February 27th-March 3rd
detail.
Prezi.com Presentation: Students will view a Prezi 1 Day 1

presentation that reviews Main Idea. Students will take notes February 27th
on the presentation.
Guided Practice - Together we will read and review SCReady 4 Days 1

s like passages and identify the main idea and its supporting February 28th- March 3rd
details.
Independent Practice Students will complete worksheets on February 27th-March 3rd 1

Main Idea in class and for homework.

Students will interact in a review game for main idea and a 1 Day
1
spiral review of other standards. Are you smarter than a 4th February 27th
grader?
Weekly Assessment 4-1.1 1 Day 1

March 3rd
Bell Ringer: Students will be presented with a short passage 5 Days 2

and will be required to find the central idea in a given literary March 6th-10th
text.
Prezi.com Presentation: Students will view a Prezi 1 Day 2

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presentation that reviews central idea. Students will take notes March 6th

on the presentation.
Guided Practice - Together we will read and review SCReady 4 Days 2
March 7th-March 10th
like passages and identify the central idea of a given text.
Independent Practice - Students will complete SCReady like 4 Days 2

questions on their own to demonstrate comprehension of March 7th-March 10th

content and utilize strategies learned during lesson.
Weekly Assessment 4-2.1 1 Day 2

March 10th

Reflect on the instructional plans for the units: How does this instructional plan (1) establish a balance between grade-level
academic standards and expectations and the needs, abilities and developmental levels of individual students? (2) Discuss
the strategies used to teach students on varying levels. (3) Discuss how you designed your instructional plan using students
characteristics, needs and learning contexts.

The instructional plan for this unit sets forth a balance between grade-level academic standards and expectations and the
needs, and abilities and developmental levels of individual students in various ways. The standards and indicators are set
forth by the OCSD 5 Pacing guide. The time frame allotted to teach each standard allows for students on various
developmental levels to comprehend the content in the amount of time given to ensure mastery. Each standard is covered
over a maximum of two weeks, and each standard is spiral taught. There are times when students will have bell ringers on
previous standards. Also, standards will be spiral taught to keep students current with prior content taught. While students
are completing independent practice assignments, I will walk around the classroom to check thought processes as well as
check for understanding while working independently. To accommodate students with lower reading levels and students who
are resource and ESOL students, I will provide opportunities in class for them to receive additional assistance with reading
passages or understanding questions on assignments. To accommodate students who have mastered the content and have
finished early, I will give students the task of identifying the main idea of their favorite movie or television show and the
supporting details to prove the main idea. For students who have not mastered the content, if it is a small group, I will hold a
small group session to review the standards not understood. If the entire class has not comprehended the content taught, I
will reteach the standard, modifying the strategies I used.

Section V A: Unit Assessments - List the key unit assessments.

Type of Assessment
(Check one for each assessment)
Key Unit Assessments Teacher-Made Commercially
(A copy of each teacher Available
made assessment must be
attached to this plan.)

ELA

Reflect on the unit assessments: (1) How did you determine that your unit assessments are valid and reliable for all
students? (2) How did you use your prior understanding of students skills to plan your instruction?

The assessments are both valid and reliable because they are based on questions from Study Island. Study Island
has a database of questions that are directly related to state standards and common core standards. These
questions are similar to questions that will be seen on the SCReady examination in May. I know that the
assessment is valid because the questions assess skills learned during the lessons taught. During the lessons,
students were kept current with previous skills taught by spiraling information as it relates to the current lesson.
The assessments I used were commercially available, but I was able to utilize questions that relate to what I
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taught in the classroom and properly assess the skills learned. Students are familiar with tests that a similar to
SCReady questions, so I created a multiple choice assessment to help students become more comfortable with
the type of testing.

Section V B: Other Assessments (1) Describe and attach the assessments for each unit objective. (2) Include
descriptions of any necessary accommodations. For each assessment, (3) include the evaluation criteria (i.e., describe
and/or attach each appropriate scoring rubric, observation checklists, rating scales, item weights and the like). (4)
Attachments must be clearly labeled to indicate their relationship to the elements in the table below.

Assessments Accommodations Evaluation Criteria

ELA
Unit Objective 1:

- 4-1.1 Analyze the details that

support the expression of the
main idea in a given literary
text.

Pre-Assessment(s)

- Daily Main Idea Bell Ringer

Post-Assessment(s)

- Homework
- Main Idea Quiz

Summative Assessment

- Weekly Assessment

ELA
- 4-2.1 Summarize evidence that
supports the central idea of a
given informational text.

Pre-Assessment(s)

- Daily Bell Ringer on Central

Idea

Post-Assessment(s)

- Central Idea Quiz

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 Summative Assessment

- Weekly Assessment

Main and Central Idea

81
80
79
78
77
76
75
74
73
72
Perkins Robinson Kennedy Catlin
Section V C: Data
Analysis: After administering the pre-assessment(s), (1) analyze student performance relative to the unit objectives. (2)
Attach one or more clearly labeled tables, graphs, or charts that depict the results of the pre-assessment(s) in a format that
allows you to find patterns of student performance relative to each objective. (3) Summarize the results of the pre-
assessment(s) and describe the implications of these results on instruction.

The pre-test results were gathered during the bell ringer, prior to beginning the lesson. I knew that
students were familiar with Main Idea and Central Idea, so I knew that students would demonstrate
moderate score results. The pretests consisted of one major question on main idea and central idea
and students were to support their answer by identifying the supporting details. Although students
have room for improvement, I can see that the students are capable of learning more and making
concrete what they have already learned.

Section VI: Analysis of Student Learning)

Once you have completed the unit, analyze all of your assessments and determine your students progress relative to the unit
objectives. (1) Did the information increase your understanding of individual students performance?

(2) Attach clearly labeled tables, graphs or charts that depict student performance (strengths and weaknesses) for the entire
class, for one selected subgroup and for at least two individual students.

(3) For each visual representation, (3) provide a descriptive narrative that summarizes your analysis of student progress and
achievement.

(4) Finally, explain the ways in which you have assigned student grades (or other indicators of student performance), and
what were the overall results?

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(5) Based on the overall results, did the students gain from this unit all that you expected? Why or why not?

(6) Include a description of the ways in which these results have been recorded as well as how and to whom they have been
reported.

(7) Provide evidence to support the impact on student learning in terms of the number of students who achieved and make
progress toward the unit objectives.

The information gathered from this unit helps me better understand students capabilities. I now
know that each of the students, even resource and ESOL students are capable of showing their best
work. Students learned proper skills for identifying main and central idea, and they showed it by
scoring well on the assessment. Students who did not perform well were not focused and off task
during assessment, and continued to be off task even with redirection. Most of the students have
intrinsic motivation for performing well. They want to succeed and do their best. I motivate students
by reminding them that they are preparing for the SCReady exam and also by giving them lots of
praise, during testing for focusing and staying on task or underling important parts of the question
and in the passage.

95

90

85

Pretest
80
4-1.1
4-2.1
75

70

65
Perkins Robinson Kennedy Catlin

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 100

90

80

70

60
Pretest
50
4-1.1
40 4-1.2

30

20

10

0
Student 1 Student 2
Prior to the
test, students were familiar with main and central idea. I knew that the students would have moderate
scores on this assessment, and they would have some knowledge of main idea and central idea. The
chart above shows students average score for demonstrating mastery of skills taught during the
lessons. Each class received a score of 80% or better which meets the minimum standard held for
students across OCSD 5.

The two students represented in this chart, are two resource students. These students need assistance
when reading to ensure comprehension. During the test, I took these students to a separate classroom
to read passages, questions and answer choices to help them show mastery on their test. The results
proved that the modification helped them demonstrate what they learned. I am very proud of these
two students because I knew they could focus and make an excellent grade.
Scores will be recorded in the grade book on the schools Power School database. Students will
receive grades according to the districts grading scale (attached). Each test will be reviewed once
each student has completed the test and students will switch papers and grade their elbow partners
assessment. These scores will affect their overall average, but with most of the students receiving
moderately high to high scores, their overall grades will increase. The results will be sent home in
student folders that are sent home every two weeks to show students progress.
Overall, I believe that students gained much of the information taught during the unit. Students were
able to demonstrate the skills taught, and they were also able to define main idea and central idea in
their own words which shows me that the skills were internalized.

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Section VII. Reflection and Self-Assessment

(1) Reflect on and describe the relationship between your students progress and achievement and your teaching
performance.

(2) If you were to teach this unit again to the same groups of students, (2) what, instructional decisions would you make to
improve your students performance? What specific aspects of the instruction need to be modified?

(3) What activities were successful? Which were unsuccessful? Give reasons based on theory or research as to why you
believe the activities were successful or unsuccessful.

I think that during this unit, I was very confident and effective in teaching my students. The reward
for me was seeing students test scores and seeing that students showing they learned information
from what I taught. Students performed well on both standards I taught, and I believe they did so
because each standard is closely related, and the skills are the same. Students were given adequate
notes and practice time both with me and independently to ensure mastery of skills. If I were to teach
this lesson again to the same group of students, I would make sure my directions are more explicit so
that students can understand exactly what they are expected to accomplish. I would also find a way
to extrinsically motivate students who were off task and not focused, so that they would have higher
test scores and master the content.

Section VIII: Sample Work (Attach)

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 EDUC 450 UNIT WORK SAMPLE SCORING RUBRIC SCHOOL OF EDUCATION
Name: Early Childhood/Elementary Date:
UNACCEPTABLE/DEVELOPIN
COMPONENT TARGET (3) ACCEPTABLE (2) SCORE
G (1)
DESCRIPTION OF STUDENTS
Describes students in-depth
Description of according to ability, disabilities, Does not include at least three
Students Describes students according to
ethnicity/race, socioeconomic (3) types of descriptions;
some differences, lists at least 4
status, student interests and displays minimal understanding
factors that could impact
ACEI 3.1 other relevant school factors that of addressing a variety of
student learning
could impact student learning; student needs.
NAEYC 1a
list 5 or more factors.
Contextual
Factors
Uses substantial information from
collaborating Uses adequate information from
descriptions of the students to Fails to use the information from
the descriptions to select
with others and select standards to meet the descriptions to plan
standards to meet students
sources of students individual differences instruction and assessments to
differences and plan instruction
and plan instruction and meet the needs of students
information and assessments
assessment
ACEI 3.5/NAEYC
5c
Contextual
Factors Data is collected from multiple Uses only one data source
Uses at least three (3) types of
sources, including verbal, (records) to set standards and
sources to collect data
ACEI 3.5/NAEYC nonverbal and media, etc. plan assessments

3b
Contextual Displays an understanding of the Selected sources show the
Factors Shows little or no importance of
importance of collaborative importance of collaborative
collaborative relationships with
relationships with families, school relationships with families,
families, school colleagues, and
ACEI 5.2/NAEYC colleagues and agencies in the school colleagues, and agencies
agencies in the community
community. in the community
2c
Overall Rating
UNIT PLAN
Objectives All objectives are thorough,
Objectives are challenging and
significant and challenging, and Objectives are not given;
are clearly stated and correlated
ACEI 3.3/NAEYC are clearly stated and correlated standards are used.
with the SC State standards
with the SC State standards
5b

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 Objectives Objectives are appropriate for the Objectives are appropriate for
development, prerequisite the development, prerequisite Objectives are not given;
knowledge, experiences, knowledge and experiences, but standards are used.
ACEI 3.2/NAEYC diversity, and other student are limited in diversity or other
5c needs student needs.
Objectives All objectives contain
performance, products, Objectives are measurable,
ACEI 3.2/NAEYC conditions and criteria containing 2-3 components
Objectives are not measurable.
5c components
Overall Rating
Instructional Content is paced that it is
All content is paced and The content is not paced and
covered in the allotted times,
Plan sequenced so that it is covered in
but there are some sequencing
sequenced so that is covered in
NAEYC 5c the allotted time the allotted time
issues
Instructional Standards are inclusive of Standards are not inclusive of
All standards thoroughly display
Plan knowledge, skills and dispositions
knowledge, skills and knowledge, skills, and
NAEYC 5c dispositions dispositions
Instructional
3 or more activities relate to real 2 activities relate to real world Activities do not relate to real
Plan world experiences experiences world experiences
NAEYC 5c
Instructional The instructional plan aligns with The instructional plan aligns The instructional plan does align
Plan the objective(s) for each content with the objective(s) for at least with the objective(s) for any of
NAEYC 5c area. two or more content areas. content areas.

Overall Rating
Alignment with
Learning
Plans to assess each objective Plans to assess most of the Does not plan to assess the
Objectives and
domain through the assessment objectives through the objectives through the
Assessment plan. assessment plan. assessment plan
ACEI 4.0/NAEYC
3b
Alignment with
Learning Most assessments are congruent
All assessments are congruent Assessments are not congruent
Objectives and with the standards, content, but
with standards, content and with the standards, content, or
Assessment have limited cognitive
cognitive complexity. cognitive complexity.
complexity.
ACEI 4.0/NAEYC
3b
Overall Rating
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 Selection of
Uses less than three (3)
Strategies for Uses and justifies a variety of Uses a variety of strategies to
strategies; does not
strategies to teach students on teach students on varying
Varying Levels accommodate the varying levels
varying levels, including activities levels, including activities that
of students or activities that
that require students to think require students to think
require students to think
ACEI 3.3/NAEYC critically and solve problems. critically and solve problems.
critically and solve problems.
4b;4c
Design for Attempts to design the
Instruction Designs instruction for specific Designs most of the instruction instruction using the standards,
learning standards using using the standards, but fails to but the attempt lacks
students characteristics and use students characteristics congruency and fails to use
ACEI 1.0/NAEYC needs for learning contexts. and needs for learning contexts students characteristics and
5c needs for learning contexts.
ASSESSMENTS
Knowledge of
Students Skills Displays specific understanding Displays general understanding Displays no understanding of
and Prior of students skills and prior of students skills and prior students skills and prior
Learning learning that affect instruction. learning that affect instruction. learning that affect instruction.

ACEI 3.1
Multiple
Assessment All informal assessments are Informal assessments are
Does not use informal
Modes completely aligned to the aligned to adequate portions of
assessments
ACEI 4.0/NAEYC objectives the standards

3b
Multiple
Assessment All formal assessments are Formal assessments are aligned
Modes/NAEYC 3b completely aligned to the to adequate portions of the Does not use formal assessments
ACEI 4.0/NAEYC objectives standards

3b
Multiple
Assessment
Uses more than one (1) authentic Applies an authentic assessment Does not use authentic
Modes assessment type type assessments
ACEI 4.0/NAEYC
3b
Multiple Uses more than one (1) l Uses a performance task(s) but Does not use performance tasks
performance tasks and includes does not use a scoring rubric
Assessment
the scoring rubric
Modes
ACEI 4.0/NAEYC

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 3b

Multiple
Assessment
Plans substantially for student Plans adequately for student Does not plan for student
Modes reflections reflections reflections
ACEI 4.0/NAEYC
3b
Overall Rating
Validity of
Assessments
All assessments are valid Most assessments are valid Assessments are not valid
ACEI 4.0/NAEYC
3b
Validity of
Items or prompts are clearly
Assessments All items or prompts are clearly Items or prompts are not clearly
written, but exhibit minimal
ACEI 4.0/NAEYC written and correct written
errors
3b
Validity of
Directions and procedures are
Assessments All directions and procedures are Directions and procedures are
clearly written, but exhibit
ACEI 4.0/NAEYC clearly written and correct not clearly written
minimal errors
3b
Overall Rating
Scoring
Procedures
Thoroughly, but succinctly, Adequately explains some of the Fails to explain the scoring
Explained(Eval.
explains the scoring procedures scoring procedures for the procedures for any of the
Crit) for all of the assessments assessments assessments.
ACEI 4.0/NAEYC
3b
Uses assessment data using Provides an appropriate
Analysis of Makes an inadequate attempt to
graphs, charts, tables, etc., to summary of assessment data to
summarize or display student
Student Learning profile student learning and explain student learning and
learning and communicate
ACEI 4.0/NAEYC communicate information about communicate information about
information about student
student progress and student progress and
3b progress and achievement.
achievement. achievement.
Interpretation of Thorough and accurate An adequate interpretation is Interpretation is not accurate
interpretation is provided provided; contains few errors in
Data and
accuracy
Student Learning
ACEI 4.0/NAEYC
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 3b
Interpretation of
Data and Meaningful, appropriate, and Meaningful and appropriate
Conclusions are not meaningful
Student Learning data supported conclusions are conclusions are drawn with
or supported by data
ACEI 4.0/NAEYC drawn limited inclusion of data

3b
Interpretation of
Data and Provides relevant and detailed Provides generalized hypotheses Does not provide hypotheses as
Student Learning hypotheses for all achieved and for why students met or did not to why the students did not meet
ACEI 4.0/NAEYC unachieved learning goals. meet the learning goals the learning goals

3b
Overall Rating
Instructional
Uses ongoing analysis of student Uses intermittent analysis of Provides no evidence of using an
Decision-making
learning to make instructional student learning to make analysis of student learning to
ACEI 4.0/NAEYC decisions. instructional decisions. make instructional decisions.
3c
Effective
Instruction and Identifies successful and Identifies unsuccessful and Does not identify successful or
Assessment unsuccessful activities and successful activities , but not unsuccessful activities or
ACEI 4.0/NAEYC assessments assessments or vice versa assessments

3c
Effective
Instruction and Provides plausible reasons to Does not provide reasons to
Provides plausible reasons (based
support why activities and support the success or
Assessment on theory or research) for both
assessments were either nonsuccess of activities or
ACEI 4.0/NAEYC the success and lack thereof
successful or not successful assessments
3c
Overall Rating
Impact on Includes substantial evidence of
Includes adequate evidence of Includes incomplete or no
Student Learning the impact on student learning evidence of the impact on
the impact on student learning in
in terms of numbers of students student learning in terms of
terms of the number of students
who achieved and made numbers of students who
ACEI 4.0/NAEYC who achieved and made progress
progress toward the unit achieved and made progress
toward the unit objectives
3b objectives toward unit objectives
Clarity and Is easy to follow and contains no Is easy to follow and contains Is easy to follow and contains
errors in conventions or grammar minimal errors in conventions or numerous errors in conventions
Accuracy of
usage. grammar usage. or grammar usage.
Presentation/NA

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 EYC 6b
Reflection/Self
Evaluation Reflects comprehensively on his Reflects adequately on his or her
Reflects, but does not
or her instruction and student instruction and student learning
adequately support ways to
learning in order to improve in order to improve teaching
ACEI 5.1/NAEYC improve teaching practice.
teaching practice. practice.
4d
Appropriate student work
Ample student work attached No student work attached
Student Work attached

TOTAL POINTS

Unacceptable/Developing (1) Acceptable/Meets (3) Target/Exceeds (5)

Candidate demonstrates a limited amount of the Candidate demonstrates most of the attributes of Candidate demonstrates all of the attributes of the
attributes of the standard. Performance indicates the standard. Performance indicates that the standard. Performance clearly indicates that the
that few competencies have been demonstrated. competency has been demonstrated including competency has been mastered, including
examples, extension, or enrichment. examples, extension, and enrichment.

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