Lake Mills Context For Learning:

Context For Learning

About the School Where You Are Teaching
1. In what type of school do you teach?
4 Year Old Preschool located in the Elementary School: Lake Mills Elementary, Lake Mills Iowa
Population: 2,144
2. List any special features of your school or classroom setting (e.g., charter, co-teaching, themed
magnet, classroom aide, bilingual, team-taught with a special education teacher) that will affect
your teaching in this learning segment.
There is one learner assistant in the classroom. One paraprofessional with a student in the a.m.
and one with a student in the afternoon. One student has an IEP, and one is beginning to
attain an IEP. Both of these students will work closely with the special education teacher,
and speech therapy and Occupational Therapy services will be provided. Two students
come from bilingual families. A couple of students have not been identified yet, but parents
are concerned about hyperactivity and potential ODD signs.
3. Describe any district, school, or cooperating teacher requirements or expectations that might affect
your planning or delivery of instruction, such as required curricula, pacing plan, use of specific
instructional strategies, or standardized tests.
Lake Mills preschool program uses Gold Standard as well as Creative Curriculum. They
focus on the Essential Learning Outcomes, which include preparing students to be lifelong
learners, effective communicators, healthy contributors, using critical and creative thinking,
and becoming a responsible citizen. My cooperating teacher has a daily schedule that she
sticks to; she has specific times when she does small and large group instruction but
emphasizes the importance of learning and assessing students through play.

About the Class Featured in This Assessment

1. How much time is devoted each day to content instruction in your classroom?

Class meetings, table tasks, centers, read-aloud, skills/ concepts = 2 hours.

1. Is there any ability grouping or tracking in content? If so, please describe how it affects your class.

Yes, they use ability groups for intervention time one to twice weekly, where teachers work on essential skills
such as cutting, name writing, and letter identification. Through this, students will be able to grow as
learners and have more one-on-one time if they struggle with specific concepts.

1. Identify any textbook or instructional program you primarily use for content instruction. If a textbook, please
provide the title, publisher, and date of publication.

GOLD: 2016 by Teaching Strategies

IOWA EARLY LEARNING STANDARDS: 3rd edition 2006-2012 Standards
SECOND STEP: Committee for Children @2011
4. List other resources (e.g., electronic whiteboard, classroom library or other text sets, online
professional resources) you use for content instruction in this class.
Our classroom has a projector that will be displayed on the whiteboard. Also included are six
iPad that students can use for learning during center time play and discovery. There is also
 a well-stocked classroom library, where we will pull from for center and significant group
reading times. The school also uses a great app called SeeSaw, where teachers and parents
can communicate openly.
48 of 64 Copyright © 2013 Board of Trustees of the Leland Stanford Junior University. All rights reserved. edTPA
Elementary Education Assessment Handbook 49 of 64
About the Students in the Class Featured in This Assessment
1. Grade level(s): 4 year old preschool ______________________
2. Number of students in the class 19 a.m. / 16 p.m. 24 males 11 females

Learning Needs Number of Supports, Accommodations,

Category Students Modifications, Pertinent IEP

Struggles socializing and 1 One-one para support, alternative seating, IEP

interacting. Wonders around where student will be pulled from class for one
room. and one instruction. Speech and OT services.
Autism Spectrum Disorder

Speech/ communication 1 visuals around the classroom, visuals on

clipboards, teacher using a microphone so
child can hear. focus on phonics and letter
formations.

Forest City Context For Learning:

Context For Learning
About the School Where You Are Teaching
1. In what type of school do you teach?
Public School
2. List any special features of your school or classroom setting (e.g., charter, co-teaching, themed
magnet, classroom aide, bilingual, team-taught with a special education teacher) that will affect
your teaching in this learning segment.
One classroom aide is with a student for a few hours in the day. We have a special education teacher
and a counselor that meets and pulls students out of the classroom a few times a day for a
check-in and check-out meeting.
3. Describe any district, school, or cooperating teacher requirements or expectations that might affect
your planning or delivery of instruction, such as required curricula, pacing plan, use of specific
instructional strategies, or standardized tests.
There is a new math curriculum that is being implemented this year. I must work hard to understand and
memorize content before teaching the students. There are also a few students who are being
progress monitored, that I will need to keep doing when I take over.
About the Class Featured in This Assessment

1. How much time is devoted each day to content instruction in your classroom?

With the exception of lunch, recess, and specials the students are being instructed with different
things such as new content, review, and small group instruction throughout the rest of the day.

1. Is there any ability grouping or tracking in content? If so, please describe how it affects your class.

There is ability grouping. In the morning, they are grouped roughly based on their ability for literacy. They will rotate
together and meet with the teacher for small group instruction. This helps teachers meet children where they are,
differentiate instruction and assignments, and improve students’ skills.

1. Identify any textbook or instructional program you primarily use for content instruction. If a textbook, please
provide the title, publisher, and date of publication.

Journeys- Literacy
Haggerty- phonics
Bridges- Math
Mystery Science- Science
4. List other resources (e.g., electronic whiteboard, classroom library or other text sets, online
professional resources) you use for content instruction in this class.
Google slides, classroom library, visual cues on TV
48 of 64 Copyright © 2013 Board of Trustees of the Leland Stanford Junior University. All rights reserved. edTPA
Elementary Education Assessment Handbook 49 of 64
About the Students in the Class Featured in This Assessment
1. Grade level(s): __2nd
2. Number of students in the class 19 10 males 9 females

Learning Needs Number of Supports, Accommodations,

Category Students Modifications, Pertinent IEP

Behavior 1 Behavior check in and check out/ Special ed

room when needed for calm down and reset

Speech 1 Speech services through AEA

Lesson Plans Preschool:

Lesson 1:

Lesson Title: Clark The Shark Read Aloud

Teacher Candidate: Angel Clarey
Grade Level: Preschool
Date: 8/23/23

Content Knowledge (InTASC 4)

Standards and Objectives Students will develop an understanding of accepting and valuing
Included standards (IA CORE) are differences among their peers, while also learning about the
logically linked to learning objectives. importance of kindness and empathy.
(Remember: lesson activities and GOLD: Objective 3b- Participates cooperatively and constructively
assessment should also be aligned to the in group situations.Solves social problems.
standards and learning objectives.) Early Learning Standards: Area 6: Communication, Language, and
Literacy: Standards 6.2 .PS.1-expresses an interest and enjoyment
in listening to books and attempts to read familiar books.
Early Learning Standards: Area 1: Social and Emotional Development
Standard 1.4. PS.5 Expresses empathy to other children (peers),
and demonstrates caring behaviors.

Central Focus- SWAT (Student will be

able to)
Describe the central focus/purpose/ I can show kindness to others..
essential questions/big idea for the I can use my words to tell my thoughts and feelings.
content you will teach. I can identify different characteristics of animals.
I can see that people like different things than I do and we ca do
different actions.

Materials- INCLUDE actual examples or The book : Clark the Shark by: Bruce Hale
links to all handouts, learning activities, Floor/ carpet spots
worksheets etc. Microphone
What materials does the teacher need for Cushions/discs
this lesson?
What materials does the student need for
this lesson?
Resources: where did you get info for this
lesson? Websites, articles, etc.

Prior Academic Knowledge

1. What must your student already 1. Students need to be aware of what some different emotions
know to be successful with this are. Etc. Happy, sad, upset, patient
lesson? 2. Students might have mixed emotions with how to
2. What errors or misunderstandings appropriately talk to a peer in the classroom.
related to the central focus of this 3. At the end of the book, have a quick lesson/ practice on
lesson could your student make? how to speak to others with a kind, patient voice. Use peers
3. What is your plan to explore or as an example.
address them?

Instructional Strategies and Learning Tasks (InTASC 5, 7, 8)

Anticipatory Set 1. Gather students onto the rug and introduce the book “Clark the
How will your lesson introduction engage Shark.”
and motivate your students in learning? 2. Display the cover of the book and discuss what we think might
This is aligned with your standard & happen in the book.
learning objective. 3. Introducing the lessons focus: learning about differences, kindness,
(InTASC 5: Application of Content) and thinking of others and their emotions.
Strategies INCLUDE Teacher Voice:
What questions will you ask? What will
your students do? What strategies will 1. Read aloud “Clark the Shark” Reading first so children
you include? can pain a picture in their mind as we read. Then
Include modeling, guided practice & showing Illustrations.
independent practice. (I DO, WE DO, 2. Pause at key moments to ask questions, such as :
YOU DO) ● How do you think Clark is feeling right now?
Consider transitions & student learning ● Have you ever felt different from your friends? How did
styles, variety that make you feel?
(InTASC: 8 Instructional) ● How do you think Clark’s friends feel when he is too
loud or too enthusiastic?

Closure- After reading, discuss the story and the characters feelings.
How will your lesson closure engage and Emphasize the importance of being kind and understanding to each
motivate your students to learn more? other.

Formative and Summative Assessment (InTASC 2, 6)

Evaluation- This is built into your lesson *Observe students participating during discussion, looking for the
sequence not separate. ability to express themselves, listen actively, and kindly interact with
Formative: How will you determine if your peers.
students are meeting the intended learning *Listen for students’ understanding of concepts for differences and
objectives? kindness during group discussion.
Summative: How will you evaluate their Check off students who understood and participated and a create a
understanding at the end of the lesson/unit? list of students who might need more work.

ACCOMMODATIONS ELL: Point to different parts of the photo and say the word that is
If you have identified specific learning associated with that picture.
needs, what accommodations will you use? Struggling Learner: Offer their own personal book, that they are able
How might you meet the needs of specific to follow along with the help of a learners assistant. Included in the
students/learning groups in your class? book are interactive velcro pictures to keep student engaged.
(INCLUDE: ELL student, a struggling Advanced Learner: After reading the book, ask the student the
learner (IEP/504 learner) and an following questions:
advanced student (G/T student)
● What are some things that make you special and unique?
● How can we show kindness to our friends when they are
feeling different?
● Why is it important to listen to our friends?
● Encourage students to draw about a time they showed
kindness to someone.

Reflection
Theoretical Principles & Research Best
Practices
Why did you make the instructional
decisions that you did? (Cite the research,
and state the reasons.)
Lesson 2:

Lesson Title: Our Class is a Family Read Aloud

Teacher Candidate: Angel Clarey
Grade Level: Preschool
Date: Aug 23, 23

Content Knowledge (InTASC 4)

Standards and Objectives Early Learning Standards:

Included standards (IA CORE) are Area 1: Social and Emotional Development 1.1 PS Children express
logically linked to learning objectives. a positive awareness of self in terms of specific abilities,
(Remember: lesson activities and characteristics, and preferences.
assessment should also be aligned to the Area 6: Communication, Language, and Literacy
standards and learning objectives.) 6.1. PS 5: Asks and answers a variety of questions
GOLD: Objective 2: Establishes and sustains positive relationships D.
Makes Friends

Central Focus- SWAT (Student will be I can that our class is like a family.
able to) I can show kindness and cooperate with my classmates.
Describe the central focus/purpose/ I can use my words to express my feelings and thoughts
essential questions/big idea for the I can with our classroom activities.
content you will teach.

Materials- INCLUDE actual examples or Are Class is a Family by Shannon Olsen

links to all handouts, learning activities, Microphone
worksheets etc. Carpet floor spots & alternative seating for students
What materials does the teacher need for
this lesson?
What materials does the student need for
this lesson?
Resources: where did you get info for this
lesson? Websites, articles, etc.

Prior Academic Knowledge 1.Children must have an understanding of what a family is.
1. What must your student already 2. Children might get mixed up with the true definition of a family.
know to be successful with this 3. Explain to children that although we do not live together and have
lesson? the same parents or grandparents we will spend a lot of time together
2. What errors or misunderstandings at school and we will get to know each other just like your parents and
related to the central focus of this grandparents do. We will take care and protect each other just like at
lesson could your student make? home with your parents/grandparents.
3. What is your plan to explore or
address them?

Instructional Strategies and Learning Tasks (InTASC 5, 7, 8)

Anticipatory Set Gather students to the carpet. Ask students if anyone knows what a
How will your lesson introduction engage family is. Discuss briefly what makes a family special- caring for each
and motivate your students in learning? other, helping, spending time together.
This is aligned with your standard & Introduce the books title, author, and quickly discuss what they might
learning objective. expect from the story. (That a family might not just be about people
(InTASC 5: Application of Content) that live in our homes)
Strategies INCLUDE Teacher Voice:
What questions will you ask? What will Read the book “We Are Family” aloud.
your students do? What strategies will Connect book with similar objects around the room. Example:
you include? Class pet
Include modeling, guided practice & Class garden- plants
independent practice. (I DO, WE DO, Books & art area
YOU DO)
Consider transitions & student learning
styles, variety
(InTASC: 8 Instructional)

Closure-
How will your lesson closure engage and Discuss with children how our classroom is a lot like a family.
motivate your students to learn more?
● Spend a lot of our day with each other
● Share toys
● Help each other when necessary

Formative and Summative Assessment (InTASC 2, 6)

Evaluation- This is built into your lesson Question: How can we be kind and helpful to our classmates, just
sequence not separate. like we are to our families?
Formative: How will you determine if your
students are meeting the intended learning
objectives?
Summative: How will you evaluate their
understanding at the end of the lesson/unit?

ACCOMMODATIONS ELL: For Spanish speaking students, use the word “familia”
If you have identified specific learning followed with “family” to help connect languages.
needs, what accommodations will you use? Struggling Learner: Offer a visual book for them to hold on to and
How might you meet the needs of specific follow along. Point out through out the book the similarities in the
students/learning groups in your class? classroom and what they might have at home.
(INCLUDE: ELL student, a struggling Advanced Learner: Have students create a picture with labels of
learner (IEP/504 learner) and an their own family. (mom, dad, sister, brother, pets) Then encourage
advanced student (G/T student) them to share in small groups with peers.
** We could ask for the preschoolers to bring in a photo of their
family as well as post a photo of the class on the bulletin board
entitled, We Are Loved.

Reflection
Theoretical Principles & Research Best
Practices
Why did you make the instructional
decisions that you did? (Cite the research,
and state the reasons.)
Lesson 3:
Angel Clarey
Student Teaching
Center Time Rules and Expectations

*Have Preschoolers create a list of what the teachers job is and what the preschoolers job’s are.
Help guide them along the way with hitting the main expectations.

​ Listen and Follow Directions:

● When it's center time, listen to the teacher's instructions attentively.
● Follow the guidelines given for each center activity.
​ Respect Others:
● Be kind and respectful to your classmates during center time.
● Share and take turns with the center materials.
​ Stay in Your Area:
● Play, clean up, and grab your picture card before rotating.
● Wait for your turn if the center is already occupied.
​ Use Materials Safely:
● Handle center materials with care to keep them in good condition.
● Use the materials for their intended purpose.
​ Clean Up After Yourself:
● Put away materials neatly when center time is over.
● Clean up any spills or messes you've made.
​ Ask for Help:
● If you're unsure about something, don't hesitate to ask a teacher for help.
● Teachers are here to support and guide you.
​ Stay Engaged:
● Participate actively in center activities and discussions.
● Contribute your ideas and thoughts.
​ Use Indoor Voices:
● Keep your voice at an appropriate volume during center time. (voice level 1,2,3,4)
​ Be Patient:
● Sometimes you might need to wait for your turn or for a teacher's assistance.
● Practice patience and use the time to observe and learn from others.
​ Have Fun and Learn:
● Center time is a time to play, explore, and learn.
● Enjoy yourself and make the most of the different activities.

Reflections:

Angel Clarey
Student Teaching Lesson Reflection

10/27/2023

As I reflect on my second grade Social Studies Lesson I am overall happy with it. I had

some concerns coming into it. First this lesson was my first Social Studies lesson I have ever

taught in second grade. I was a little nervous if I was able to get the content I wanted them to

cross. The week prior I read them a book about the Indian Tribe, but having the weekend in

between I wasn't sure if they would remember. I was pleasantly surprised by the bits and pieces

they remembered from the book.

This lesson had multiple steps which also made me a little nervous. Typically in the past

my cooperating teacher has not included the playdough aspect. I knew that I needed to have

some sort of extension to my lesson. That is why I decided to implement the playdough. I tried

to reinforce to the students to do their best work and not to rush just to get to the playdough. I

felt that overall they did a great job with this and were respectful and awesome listeners. I loved

the use of the playdough with the extension. I was so impressed by the students' creativity and

work. I saw some work together to make clay pots filled with little beans inside. I feel they were

still learning while playing. Something that I try to include often in my lessons, especially if they

have a longer worksheet to go with it. As a mom of a student who needs to have hands-on

learning I try to focus on that as much as possible as I know it can easily get lost when you are

trying to push information to children.

Overall, I was very pleased with the lesson and enjoyed it a lot. I think the students did

as well. I look forward to more social studies in the future!

Angel Clarey

Student Teaching GoReact Reflection

Sept 14, 2023

 Reflecting on my first lesson there was definitely room for improvement. I thought that I

laid out clear expectations about how to sit and listen on the carpet but watching it back I feel

that I could have been more clear. I also tried to pick out children by using them as positive role

models of students who were sitting, but children did not seem to care. I should've redirected

the actual student instead. Also, I feel as though I need to keep up with my cooperating

teachers expectations to stay consistent for those students. She has very strict carpet

guidelines which is ok, but it feels as though I am constantly correcting or redirecting students

instead of reading the book with expression and focus as I should. I am hoping that within the

next couple weeks that will change and students will understand the carpet time expectation so

then we can enjoy read a loud story better! When students began to wiggle and talk I wish I

would have stomped and given the entire class a reminder instead of trying to power through

the book.

I felt like the children understood the story and did a great job with the exit ticket. That was

something new for them and I feel like I explained directions well, students did their best

answering and then lining up at the door. I also felt as though the book choice was engaging

and a good pick for the beginning of the year.

All in all I think I did an alright job, the beginning of the year is always tricky as students are

learning the rules and expectations. It will come and I will get better at positively redirecting as

well as continuing on with the book. I will work harder at more open ended question topics

instead of just a yes or no question.

Videos:

Preschool Class Meeting Video:

https://drive.google.com/file/d/1Ofuruvh8Vg9ehwzsKHXXKmXcsSaKSOKs/view?usp=drive_link

2nd Grade Math Video:

https://drive.google.com/file/d/1IStZ9XrR1FmDgzbRR2-dknB9rKaaX02Q/view?usp=drive_link