1. Candidate Teaching Summit Presentation http://studentweb2.reinhardt.edu/PSOE/Polley64241 lpolley8@bellsouth.net “Tell me and I’ll forget, show me and I may remember, involve me and I’ll understand.” –Chinese Proverb

2. Introduction

3. Lauren Nicole Polley Early Childhood Education Harmony Elementary Second Grade Ms. Childers All Subjects

4. Harmony Elementary School Harmony is located in Jasper, Ga. It is a Title 1 school. Total enrollment is about 740 students. There is about 102 students in second grade. Mission Statement Harmony Elementary school, home of the eagles S.O.A.R.S.– Successful, Outstanding Achievement for Responsible Students.

5. Schedule 7:40-8:00Announcements/Morning Work 8:00-9:30Reading 9:30-11:00Math 11:03-11:33Lunch 11:35-11:55Outside Physical Activity 11:55-1:25Language Arts/ Writer’s Workshop -4 students leave for gifted services 1:25-1:55Science/Social Studies -1 student leaves for speech 1:55-2:50NEST 2:50-3:00Prepare for Dismissal 3:00Dismissal

6. Classroom Diversity 20 students 11 boys 9 girls 4 gifted students 1 autistic 1 visual impaired 1 Serve ADHD 1 student in the RTI process 1: Tier 3

8. Candidate Teaching I was extremely nervous walking down to Ms. Childers classroom for the first time. The first time I met Ms. Childers she was very sweet, had a great smile, and was very welcoming. She explained to me that she had a visually impaired and autistic student; I was overwhelmed, nervous, and scared. I had a fear of what I was going to have to do to meet their needs. I was very excited the first time I saw all the little students’ faces.

9. Part II: Candidate Proficiency Evidence

10. Domain I: Planning for Differentiated Instruction and Assessment Proficiency 1.0: The teacher candidate uses knowledge of curriculum, learner differences, and ongoing assessment date to plan for student access to same essential content. Reflective Analysis: How did you use knowledge of curriculum, learner differences, and ongoing assessment data to plan for student access to same essential content? Required Artifacts: Reading: Lesson 22 Language Arts: Pronoun Laptop Lab Science: Motion Writing Review

11. Lauren Polley Second Grade- One Day- 90 minutes Reading: Lesson 22 1. Identify/Reference National, State Performance, Local Curriculum Standards: State Performance: ELA2R4 The student uses a variety of strategies to gain meaning from grade-level text. The student l. Recognizes plot, setting, and character within text, and compares and contrasts these elements among texts. ELA2W2 The student writes in a variety of genres, including narrative, informational, persuasive, and response to literature. ELA2R3 The student acquires and uses grade-level words to communicate effectively. The student a. Reads a variety of texts and uses new words in oral and written language. ELA2R1 The student quickly applies knowledge of letter-sound correspondence and spelling patterns to decode unfamiliar words. 2. Specify Essential Content/Objectives:- In a fantasy story, the characters behave in ways they cannot in real life. Objectives: The students will understand /or/. The students will be able to spell the spelling words for the week. The students will understand the story of the week, "Serious Farm". Essential Questions: How can readers determine the ways in which stories are alike and different? 3. Collect a Variety of Materials/Resources for Student Use: White Board Dry Erase Marker Overhead Projector Transparency Question of the Day Worksheet Spelling Words Center Packet for each Student Reading Book Individual Reading Book (Teacher has) Lined Paper Pencil

12. 4. Activate and Pre-Assess Student’s Prior Knowledge: I will start the lesson with a "Question of the Day". Everyday right when we start reading I read a question and ask the students to write a complete sentence. It allows the students to start thinking and get on task. 5. Provide for New Knowledge Acquisition: After the question, I review some word wall words. Then I will introduce the spelling words. I will have the students repeat the word and spell them aloud. Jeremiah will stand and help me, he is visual impaired. Next, I will teach phonics. The students will interact with me while we do a transparency aloud. After phonics I will introduce the vocabulary and read the story of the week aloud. 6. Adjust Assignments for Student Applied Practice: The students will complete centers after whole group. Each center will have 15 minutes. The students will have packets that I create for each student. The packet is created according to that student's learning level. The students know what is expected of them during. 7. Conduct Post-Assessment for Students to Independently Demonstrate Knowledge and Competencies: I will give a spelling pre-test on Thursday, if the students pass with 100% they will not have to take the test on Friday. Certain students are only graded on the first ten words instead of the fifteen. There will be a reading test given on Friday too. Two students are taken out of the classroom for testing and seven other students are given paper test. The rest if the class takes the test on a scantron. The test is projected on the board. 8. Reflect on Learner Progress: If the students do not make 70% or higher on the reading test they will be pulled aside and review the test with the teacher.

13. Name:____________________________________________________ Monday Teacher: ______ *Story: Graphic Organizer______ *Spelling/Phonics: Stair Step Spelling _______ Tuesday Teacher: ______ *Story: Finish Graphic Organizer______ Spelling/Phonics: pages 70 and 170 _______ Wednesday Teacher: pg 5 *Story: Draw and picture and write 3 sentences on your favorite part in Serious Farm. ______ *Spelling/Phonics: Magic Spelling Words______ Thursday Teacher: pg 6 _____ *Story : How can you tell Farmer Brown cares a lot about the animals? Use examples in your book.______ Spelling/Phonics: pages 72 and 173 ______ Friday Finish anything that is not completed. Extra Activities Tell me what extra activities you completed. Lesson 22: Serious Farm

14. Name _________________________________ Question of the Day Monday: Which do you like better—serious stories or funny stories? Why?___________________________________________________________ Tuesday: What would you do if you saw a purple cow?___________________________________________________________ Wednesday: What could make something turn purple?___________________________________________________________ Thursday: What might surprise a farmer after he or she planted seeds?___________________________________________________________ Friday: How can you tell if a poem is meant to be silly?___________________________________________________________ **Remember to write in complete sentences.**

15. Lauren Polley Second Grade- 60 minutes each day Language Arts: Lesson 27, Pronouns and Spelling Words 1. Identify/Reference National, State Performance, Local Curriculum Standards: State Performance: ELA2R1 The student quickly applies knowledge of letter-sound correspondence and spelling patterns to decode unfamiliar words. The student g. Applies learned phonics skills when reading and writing words, sentences, and stories ELA2R4 The student uses a variety of strategies to gain meaning from grade-level text. The student\ q. Uses common rules of spelling. r. Uses appropriate capitalization and punctuation (periods, question and exclamation marks) at the end of sentences (declarative, interrogative, and exclamatory; simple and compound). ELA2W1 The student begins to demonstrate competency in the writing process. The student n. Uses singular possessive pronouns. 2. Specify Essential Content/Objectives: Objectives: The students will be able to type all spelling words on a computer or use the words in a sentence correctly and replace a noun with a pronoun. Essential Questions: What are some pronouns that could replace some naming words? 3. Collect a Variety of Materials/Resources for Student Use: Spelling Pre-test DOL Sheet Laptop Story Town Website-Pronoun PowerPoint Teacher Checklist Pronoun Sentences

16. 4. Activate and Pre-Assess Student’s Prior Knowledge : (15 minutes) To activate the students knowledge the class will correct the punctuation and spelling of a sentence (DOL Sheet). First, questions will be asked to see if the students remember what a pronoun is. Together on the white board everyone will try to fill in the KWL. We will list what they already know about pronouns under the ‘K’ column on the chart. The data will be used for the pre-assessment. 5. Provide for New Knowledge Acquisition: (30 mins) The students will see a PowerPoint dealing with pronouns. They will type on a word document the answers to the questions from the power point. After the PowerPoint, sentences will be written on the board and the students will replace the naming words with a pronoun. 6. Adjust Assignments for Student Applied Practice: (30 mins) Once the students have finished the pronoun activity they will either type their spelling words on a document or they will write the spelling words in a sentence. To determine who will be placed where, their spelling pre-test will be the factor. If the student made 100%, they will type sentences on their computer. If the student made below 100% they will type their spelling words as a review for Fridays spelling test. 7. Conduct Post-Assessment for Students to Independently Demonstrate Knowledge and Competencies: Students will have a spelling test. Also, a checklist will be made to keep track with the student’s pronoun activity. Jeremiah and Casey will not be taken out of the classroom into another one with Mrs. Wendy for the spelling test. 8. Reflect on Learner Progress: If the students do not make 70% or higher I will reflect on what they missed and see where they need more help.

17. Lauren Polley Second Grade- Two days- 30 minutes each day Science: Chapter 7- Review Activity 1. Identify/Reference National, State Performance, Local Curriculum Standards: National: As a result of the activities in grades K-4, all students should develop an understanding of: Properties of objects and materials Position and motion of objects Light, heat, electricity, and magnetism State Performance: S2P3. Students will demonstrate changes in speed and direction using pushes and pulls. a. Demonstrate how pushing and pulling an object affects the motion of the object. ELA2W1. The student demonstrates competency in the writing process. g. Writes a persuasive piece 2. Specify Essential Content/Objectives: The students will write a persuasive piece about a toy that moves because of pushing or pulling. Objectives: Essential Questions: What makes things move? 3. Collect a Variety of Materials/Resources for Student Use: On the Move! Book Dry Erase Board Markers Sticky Notes 5 Wide Rule Paper 20 Narrow Rule Paper Pencil Crayons Construction Paper

18. 4. Activate and Pre-Assess Student’s Prior Knowledge : (10 mins) To activate the students’ knowledge I will read On the Move! During the reading I will monitor comprehension by asking questions. After page 5 I will ask, If I want to move a pencil from one side of my desk to another, do I need a big force or a small force? a small force What kinds of moving needs a big force? moving large or heavy things After page 7, What would you see if there was no gravity? things would float, rain would not fall After page 9, What is friction? friction happens when two things rub against each other After page 11, Why might it take more force to push a wagon across grass than across a sidewalk? Because the grass produces friction, a sidewalk is smoother 5. Provide for New Knowledge Acquisition: (5 mins) Ask each child to pick a toy from the reading and think why he or she likes it. Have the child think how the toy moves by pushing or pulling. Explain that they are going to be writing an advertisement and persuading the class to buy their toy. Their ad should include words such as a push, pull, roll, turn, and slide. They may draw a picture of their advertisement. Make it attractive remember you are persuading your classmates to want to ‘buy’ your toy! When the advertisement is complete, the child may glue it on construction paper. 6. Adjust Assignments for Student Applied Practice: (15 mins and 30 mins on day two) Five students will receive wide rule paper because their handwriting is not so clear. This is a new idea I just started on Thursday to improve their handwriting skills. The rest of the class will receive narrow rule paper. 7. Conduct Post-Assessment for Students to Independently Demonstrate Knowledge and Competencies: I will be giving the students a chapter test on Friday that will cover all the material from this chapter. 8. Reflect on Learner Progress: After the chapter test I will reflect on the students’ pre and post assessment grades to see each child’s’ improvement. If the student did not pass the test with 70% or higher, I will see where the child needs extra help and review with the child.

19. Pre-Assessment Activities KWL Chart “Question of the Day” Daily Sentence Pre-test Books Minute Math As a pre-assessment one day in math, I had each student come to the board to draw, label the shape and tell whether the shape was regular or not regular. We had talked about regular and not regular the day before.

20. Domain II: Providing Differentiated Instruction and Assessment Proficiency 2.0: The teacher candidate utilizes a variety of strategies to differentiate instruction and assessment. Reflective Analysis: How did you utilize a variety of strategies to differentiate instruction and assessment?

21. Assessment Activities Check list Coin Rubbing Activity Chapter Assessments Writing Reading levels Mini White boards Macaroni Sentence Strips

22. Assessment Activity Georgia Cookies The students made a cookie of GA with cookie dough, coconut, m and m’s, chocolate chips and icing to label the five regions and one major river as an assessment.

23. Plane Shape Artwork The students used white cutouts of plane shapes to make an object. Assessment Activity

24. Language Arts Activity with Quotation Marks The students were reporters; they had little notepads I made that they recorded each others thoughts. Then we put everyone’s thoughts together to come up with a newspaper article.

25. Student’s Work of Animal Life Cycles The students worked together in a group to make an animal life cycle to share with the class.

26. Activities that Integrate Technology Vocabulary words Laptops I checked out the laptops for the students to complete a language activity. They loved the laptops!

27. Links to Websites Story Town BrainPop Jr.

28. Classroom Management System When I arrived in Ms. Childers classroom I noticed the students would get off task and start talking continuously. I decided quickly I needed to get the talking under control. I came up with a plan that allowed each student to have their own small container at the corner of their desk. In the container there was 5 foam shapes. The students could earn shapes for following directions, being on task, answering questions, etc. I could also take away shapes for talking at inappropriate times, not following directions, etc. The students were trying to have a total of 10 shapes by Friday so they could ‘cash them in’ for an item in the treasure chest.

29. Team Points Team points was another behavior strategy I used. The students’ desk were set up in teams and the students were allowed to earn points all together as a team. On Friday the team with the most points, received a snack at recess. Team 1 lll Team 2 l Team 3 llll Team 4 l

30. “Move up, Move down” I heard about this idea from a substitute in our class one day. The chart hangs on the board with personalized close pins and everyday the student would start in the middle. The student could move the close pin up or down according to their behavior. A reward system would be in place too.

31. Domain III: Impacting Student Learning Proficiency 3.0: The teacher candidate uses systematic formal/informal assessment as an ongoing diagnostic activity to measure student growth and to guide, differentiate, and adjust instruction. Reflective Analysis: How did you use systematic formal/informal assessment as an ongoing diagnostic activity to measure student growth and to guide, differentiate, and adjust instruction? Required Artifacts: Math: Money Math: Money Adjusted Instruction

32. Lauren Polley Second Grade- One Day- 90 minutes Math: Lesson 4: Same amounts using the fewest coins 1. Identify/Reference National, State Performance, Local Curriculum Standards: State Performance: M2N1. Students will use multiple representations of numbers to connect symbols to quantities. c. Use money as a medium of exchange. Make change and use decimal notation and the dollar and cent symbols to represent the collection of coins and currency. 2. Specify Essential Content/Objectives:- Students will be able to count coins. Objectives: The students will understand how to make the same amount using the fewest coins. Essential Questions: How can you make the same amount using less coins? 3. Collect a Variety of Materials/Resources for Student Use: White Board Dry Erase Marker BrainPop Jr. Video Minute Math Worksheet Pencil Coin Rubbing- Brainpop Jr. website Fruit Stand worksheet- http://www.superteacherworksheets.com/countingmoney/fruit- stand-money.pdfhttp://www.superteacherworksheets.com/countingmoney/fruit- stand-money.pdf Amounts Worksheet- http://www.superteacherworksheets.com/countingmoney/coins1.pdf http://www.superteacherworksheets.com/countingmoney/coins1.pdf Crayons

33. 4. Activate and Pre-Assess Student’s Prior Knowledge: (The students have already completed a pre-assessment at the beginning of this unit. The pre-assessment deals with what will be covered in the whole unit.) Everyday in math we complete minute math. This helps the students start thinking about their basic math facts. The students are given two minutes to try and complete the problems if the answer the facts correctly they get to go on to another level. All the students are on different levels. I will start the lesson with a BrainPop Jr. video on money. This will get the students thinking about money. We have been learning about money for over a week now. 5. Provide for New Knowledge Acquisition: To review with the students how to use the same amount using the fewest coins together on the whiteboard we will come up with amounts. The students will tell me how to draw the ___ cents and they will also do some examples on the white board to show their classmates. Next, the students will complete a fruit stand worksheet that deals with drawing the fewest coins. We will do this as a class together. The students that are able to go ahead will be allowed to. After the fruit stand worksheet, the students will complete a coin rubbing activity with crayons to show the fewest amount of coins used. 6. Adjust Assignments for Student Applied Practice: The students will complete a writing out the amounts worksheet if they finish the coin rubbing and fruit stand worksheet. If they are finished with that they will need to finish their project from yesterday, which is drawing the coins with touchpoints to represent a certain amount. 7. Conduct Post-Assessment for Students to Independently Demonstrate Knowledge and Competencies: The students will have a chapter test at the end of the unit. The coin rubbing activity will allow me to see the process the students have made thus far. I will compare the activity grades with the pre-assessment for my date thus far. 8. Reflect on Learner Progress: If the students do not make 70% or higher on the coin rubbing activity they will be pulled aside and review in a small group with the teacher.

34. NumbersNames Pre-AssessmentPost-AssessmentIndividual Gains 1Veronica100 0% 2Bailey80755% 3Erika07575% 4Jeremiah02525% 5Breanna B.407535% 6Gabriel100 0% 7Raven100 0% 8Sean60100-40% 9Gabby100 0% 10Clayton10050-50% 13Christopher100 0% 14Daniel8010020% 15Michael100 0% 16Dalton10075-25% 17Breanna P.100 0% 18Michelle10075-25% 19Kevin402515% 20Lucy100 0% 21Casey2010080% 22Jordan6075-15% Class Average74%82.5% Class Average Gains 8.5%

35. Lesson Plan Analysis On Tuesday, March 2nd, 2011 I taught a lesson dealing with money to Ms. Childer’s second grade class at Harmony Elementary school in Pickens County. I have an hour and half for math which leaves bored students if I don’t keep doing different activities. I taught this lesson in whole group with very little differentiation because as a class we have been working with money for about two weeks so far. The students were given a pre-assessment at the beginning of the chapter. (This lesson was towards the middle; two weeks into the unit.) I reviewed with the students by watching a BrainPop Jr. video and then aloud on the board. The students completed a worksheet together with me and then did a activity on their own. Overall, I thought the lesson was successful but would have been better if I had more paraprofessional help. The pre-assessment was given to the students the day the unit began. The assessment only had ten questions. The questions included counting money. Some students had average grades while others where below. Many of the students had knowledge of the topic. Next time I will give a different pre-assessment for each new topic on money. I feel like with the pre-assessment I had I was not able to accurately see what the students developed from my lesson. The students and I completed a worksheet aloud after introducing the lesson aloud on the white board. The students knew we had been learning about coins but today we were just introducing using the least amount of counts to make an amount. The higher level students caught right on, while the middle students did eventually, but the lower students did not. The students do well when we work together aloud but I do lose some of the students mainly the ones that have the parapro. I try to direct them back but often I feel like I am doing her job. I am having a very hard time with the parapro. She does not really help the students and they really need that extra assistance that I’m not always there to give because I have 17 other students.

36. The post-assessment I used for this data was the coin rubbing sheet I allowed the students to complete after we completed the worksheet together. The assessment had four amounts of money and the students were supposed to find out how to use the least amount of coins to make a certain amount. I thought the post assessment was fairly easy although, many students had problems rubbing the coins so I had them just draw the coins they wanted to use. The class average gain from my lesson was 8.5%. I think the pre- assessment really did not help with the scores because the pre-assessment did not have anything on it deals with the least amount of coins. I should have done a different pre- assessment but I did not think about it. I just assumed that it would not matter and I would be able to see the students’ achievement but I did not. Next time I will defiantly have to make a different pre-assessment to see what the student actually understood out of the lesson. I feel like had I had a different assessment I could really see where the students needed the most assistance. I had five students; Sean, Dalton, Clay, Jordan, and Michelle that had a negative individual gain. I know from my data that this is not correct. I know all of the students can count money and can tell me what every coin represents. Michelle is a very high student. Sean, Dalton and Jordan are average learners and Clay is a below level student. Clay has a parapro. I differentiated in the activities the students did within the unit. I did not differentiate on the activity because I was confident in the students and their ability to count money. There is still room for me to grow as a future teacher. I believe I am getting very comfortable with the students and how they act. I still need to grow in differentiating my lesson plans.

37. 1. Identify/Reference National, State Performance, Local Curriculum Standards: State Performance: M2N1. Students will use multiple representations of numbers to connect symbols to quantities. c. Use money as a medium of exchange. Make change and use decimal notation and the dollar and cent symbols to represent the collection of coins and currency. 2. Specify Essential Content/Objectives:- Students will be able to count coins. Objectives: The students will understand how to make the same amount using the fewest coins. Essential Questions: How can you make the same amount using less coins? 3. Collect a Variety of Materials/Resources for Student Use: White Board Dry Erase Marker BrainPop Jr. Video Minute Math Worksheet Pencil Coin Rubbing Fruit Stand worksheet Amounts Worksheet Crayons 4. Activate and Pre-Assess Student’s Prior Knowledge: (The students have already completed a pre-assessment at the beginning of this unit. The pre-assessment deals with what will be covered in the whole unit.) Everyday in math the students complete minute math. This helps the students start thinking about their basic math facts. The students are given two minutes to try and complete the problems if the answer the facts correctly they get to go on to another level. All the students are on different levels. I will start the lesson with a BrainPop Jr. video on money. This will get the students thinking about money. We have been learning about money for over a week now. Lauren Polley Second Grade- One Day- 90 minutes Math: Lesson 4: Same amounts using the fewest coins

38. 5. Provide for New Knowledge Acquisition: To review with the students how to use the same amount using the fewest coins together on the whiteboard we will come up with amounts. The students will tell me how to draw the ___ cents and they will also do some examples on the white board to show their classmates. Next, the students will complete a fruit stand worksheet that deals with drawing the fewest coins. We will do this as a class together. The students that are able to go ahead will be allowed to. After the fruit stand worksheet, the students will complete a coin rubbing activity with crayons to show the fewest amount of coins used. 6. Adjust Assignments for Student Applied Practice: The students will complete writing out the amounts worksheet if they finish the coin rubbing and fruit stand worksheet. If they are finished with that they will need to finish their project from yesterday, which is drawing the coins with touchpoints to represent a certain amount. 7. Conduct Post-Assessment for Students to Independently Demonstrate Knowledge and Competencies: The students will have a chapter test at the end of the unit. The coin rubbing activity will allow me to see the process the students have made thus far. I will compare the activity grades with the pre-assessment for my date thus far. 8. Reflect on Learner Progress: If the students do not make 70% or higher on the coin rubbing activity, they will be pulled aside for a small group activity with the teacher. With the teacher the students will use manipulatives of coins to find amounts of money in the smallest amount. Once the students understand I will let them complete the coin rubbing sheet again and average the two papers together for a grade.

39. NumbersNames Pre-AssessmentPost-AssessmentIndividual Gains 1Veronica100 0% 2Bailey8075-5% 3Erika07575% 4Jeremiah02525% 5Breanna B.407535% 6Gabriel100 0% 7Raven100 0% 8Sean60100-40% 9Gabby100 0% 10Clayton10050-50% 13Christopher100 0% 14Daniel8010020% 15Michael100 0% 16Dalton10075-25% 17Breanna P.100 0% 18Michelle10075-25% 19Kevin402515% 20Lucy100 0% 21Casey2010080% 22Jordan6075-15% Class Average74%82.5% Class Average Gains 8.5%

40. Assessment Tools Checklist Fluency Test Sticky notes

41. Domain IV: Professional Responsibilities in Support of Differentiated Instruction and Assessment Proficiency 4.0: The teacher candidate displays a professional commitment to the teaching philosophy of differentiated instruction to support students; diverse learning needs and to maximize learning. Reflective Analysis: How did you display a professional commitment to the reaching philosophy of differentiated instruction to support student’ diverse learning needs and to maximize learning? How has your teaching philosophy changes during Candidate Teaching?

42. Professional Development Activities Conferences attended: 4 conferences January-RTI February 1oth-IEP February-RTI March 30 th -IEP EBIS (Effective Behavioral Instructional Strategies): February Faculty Meetings attended: Attended Monthly faculty meetings with the Principle Attended weekly faculty meeting with the second grade team

43. Everyone Behaves In School 504 Plan Created For a Student

44. Professional Organization Membership SPAGE- Student Professional Association of Georgia Educators It is for college students who are in teacher preparation programs throughout the state I joined SPAGE in 2008 SPAGE offers liability insurance

45. Philosophy PastNow I thought my philosophy had to be long and drawn out. I thought it needed many philosophers. I explained about differentiation and its importance to the students. I believe that every child deserves individual attention and tailored instruction, delivered in a dynamic and motivating setting. Multiple intelligences Differentia- tion

46. Part III: Conclusion

47. Continuing Plan to Develop as a Professional Educator Continue to research and find new activities and assessments Observe educators and learn from their ideas

48. Future Challenges as a Teacher Enroll in a Masters Program Staying Organizing Being tougher with behavior

49. Differences between being a Candidate and a First-Year Teacher No one there to guide me along the way Being responsible for EVERYTHING

50. Resources http://harmonyele.pickens.k12.ga.us/in dex.html http://harmonyele.pickens.k12.ga.us/in dex.html http://www.pagefoundation.org/display common.cfm?an=6 http://www.pagefoundation.org/display common.cfm?an=6 http://www.brainpopjr.com/ http://www.pcboe.net/les/elderweb/Sec ond%20Grade.htm http://www.pcboe.net/les/elderweb/Sec ond%20Grade.htm