Tuning

Protocol
By: Kiley Curlee
Course Instructor: Bryan Matera
Fall 2022
Table of Contents
Context for Learning................................................................... 3-4

Educational Themes.................................................................... 5-8

Classroom Practices................................................................... 9-12

edTPA Lesson Plans and Lesson Video..................................... 13-18

High, Middle, Low......................................................................... 19-21

Self Assessment........................................................................... 22-25

Student Analysis & Permission.................................................. 26-27

Data Collecting Insruments ................................................... 28-31

Works Cited................................................................................ 33
Context for Learning

Kelly Matera
Kindergarten Prep
Context for Learning
For the first six weeks, I was in a kindergarten class at Pine Island Elementary located in Pine Island, MN. This particular kindergarten
class is a called Primary Panther Prep which is designed to offer a boost for incoming kindergarten students who are not quite ready for
the traditional setting. Pine Island is a Kindergarten-4th grade school and is the only elementary school in Pine Island. According to the
Minnesota Department of Education database, this elementary is home to 605 K-4th students and the school is in the shape of an
addition sign and has 7 sections of kindergarten, 5 sections of first grade, 5 sections of second grade, and 5 sections of third, 5 sections
of fourth. Each grade level offers a Spanish immersion program starting in kindergarten. All the teachers and staff are amazing and
incredibly helpful. Pine Island is a very welcoming school and everyone there is there for the right reasons. It truly is such a happy place.
There is one building administrator there who is awesome as well. She is extremely responsive when it comes to helping with behaviors
and has helped me learn so much just by allowing me to experience different things at the school. She values everyone at the school,
and she went out of her way to tell me my smile brightens the hallways. She knows everyone’s name and genuinely cares about how you
are doing. Mental health is especially important to them and that is something that you do not always find with administrators. If I get the
opportunity to teach in Pine Island Elementary, I would be more than thrilled.
In the class I did my six-week experience in, there were fourteen students, four girls and ten boys. The gender in the class was boy
dominant and there was only two ethnic background. Of the fourteen students, twelve were Caucasian and two Asian/Pacific.
Kindergarten is a fun age because they are very open-minded and are new to school. A couple of the students had never been to
preschool or daycare, so they truly are friends with everyone. Sometimes when students get older, their parents' beliefs and ideas get
pushed onto them, but that does not happen as much when the students are younger. It was incredible to see so many students play
together that might not be friends if school did not place them together.
My class had zero students that were receiving Special Education services that were on IEP, one student was receiving speech services
and a few others who were on the teacher's intense data collection list. At the time of my student teaching ending, there were not any
gifted students.
The classroom I was in (photos on the previous page) was a great learning environment for kindergarteners to be in. The classroom had
a single stall toilet with a handle flusher inside which was super helpful because many of them fear self-flushers. There was a rainbow
carpet in front of the interactive smartboard that the students sat at during instruction and while working, and there were four rectangular
tables (pictured above) stationed in rows and that was the students' workspace. There was a kitchen that students could play with in one
corner of the room, a bunch of shelves full of toys, and a library. There was an art center towards the back of the room for free art and
creativity as well as a calm down area on a bean bag with some pillows.
Educational Themes
1. The social curriculum is as important as the academic curriculum

Academic curriculum is a classic term that we think of when we hear the word teacher or classroom. And then as a classroom educator, we know
the social environment that is created within our classroom can impact student achievement. A classroom community is formed when students
come together as a class to work towards the common goal of learning. This classroom community helps students feel valued and connected to the
teacher and other students in the class. Social curriculum or classroom community does not just impact student success, it could fill the need for
belonging, it provides a way for all to feel included, helps with positive relationships and helps build social skills.

In the classroom that I student taught in; I was not sure what the environment would look like. My CT has a very calm and nurturing demeanor, but

I was not sure what to expect as I have never been in a classroom with more than 8 students. I quickly found out the students, at the kindergarten
level, were able to make a classroom community simple except for a couple of regulations that were hard to control. Things like working and
playing together can develop naturally with practice and exposure, some things like emotion regulation and self-control are more taught on a
deeper level. Self-control was something we talked about every day because these skills develop over time.

Together, myself, my CT and the students put together a list of rules that we all are to follow while in the classroom and school as well as my CT
and I both send out Welcome Letters to the parents to really zero in on that classroom community. The first “assignment” the students were to do
was an “All about me” sheet. The students were so proud to share their favorites with the class. This book sits out in the library for any of the
students to look at during rest time.

Someone shared a YouTube video with me called” How Children Succeed.” It was presented by Paul Tough, harnesses the idea that the social
aspects and character of a student will be more valuable to them overall than test scores and good grades. He shares that qualities such as
curiosity, grit, self-control, and others are more important than cognitive skills in determining how “successful” one is and their IQ. He speaks
about the importance of emotional security and the effects of stress on children and how detrimental that can be regardless of their cognitive
skills. With that, academic curriculum is important, students must learn how to read, add, use literacy skills, other things, but it is just as important
that students learn to use self-control, how to identify, understand, and regulate emotions, interact with others, and feel belonging in the classroom
community.
2. How children learn is as important as what they learn; process and
content go hand in hand.
Learning and teaching go hand in hand, and it is through learning that I realized the value of teaching, and through teaching I realized the
value of learning and those “Oh, I get it moments.” It is so easy to say that each student is unique because it is no lie because most
students differ in their school experiences, lessons learned, home life background.

I have always been a student who loved to learn, but this love could not be what it is now without my experiences and teachers that took
the time to create content that I would understand. There are difficulties in my elementary education and days where I thought what I am
learning is just pointless, and then there were days where I thought it benefited me. But as I look back each year at what I have learned, I
notice that all the classes, pointless or not, gave me knowledge that would shape who I am now.

In the book, Culturally Responsive Teaching, and the Brain, by Zaretta Hammond, I remembered the content of the book about how the
brain processes and learns. There are 3 stages in information processing (Hammond, p. 125). The first is Input and during this stage the
brain decides what information to pay attention to. This stage is a bombarding of the brain from the sounds of chairs moving, fellow
classmates that are talking, the teacher giving directions to the notes that are being written by the processing of the brain. If the brain
decides that it wants to let in this information and seeks to understand what it means, it sends the information to the next phase which is
elaboration. This stage makes material memorable and meaningful, and this is where learning for understanding comes from. The third
phase is application, and it is focused on giving the brain opportunities to apply this new knowledge through deliberate practice and real-life
application (Hammond, p. 126). Know what we know about the brain, each child will process things differently. Whether the lesson is held
multi-sensory, movement breaks, graphic organizers, visuals, modeling or wait time, the content must make sense and the processing will
come along with it.
3. Knowing the families of the children we teach and intentionally working with them as partners is
essential to each child’s growth -- academically, culturally, and developmentally.
Child development theories focus on explaining how children change and grow over the length of their childhood. Such theories center on
various aspects of development including social, emotional, and cognitive growth. What many educators tend to forget is that educating families
as partners brings about a greater success for the student. A child’s social, emotional, cognitive, and academic development is strengthened
when educators and families work together. When a child sees a positive relationship developing between educators and family, the child
recognizes that the important people in their lives are working together and trust each other, and they will do the same.
This collaboration and commitment also provide a solid foundation for communication about children’s learning. To foster family involvement,
interactions between educators and families should be positive, purposeful, reciprocal, and consistent. I believe that all of this can happen by
communicating with families often, communicating the positives as well as the negatives, embedded two-way communications, using multiple
modes of communication, and respecting the relationship.

My CT worked hard at building relationships with the parents in her classroom. Each Friday, she would send an email to each family updating
them on how their child did during the week and all the fun that was had. She also has family communication through a private Facebook
account. There, she shares the daily fun that the students are having.
It is so important to build relationships with families because families and educators each have unique knowledge about a child. A parent or
caregiver can share information with educators about how the child feels, thinks, and learns outside of the formal learning environment and an
educator can offer insight into how the child learns and behaves in group situations, as well as on his or her own. I believe that strong
relationships between educators and families can strengthen children’s emotional health. It shows children that they can trust those adults in
their lives. It can also build academic growth and respectful relationships.
In the book, Theories of Childhood, by Carol Garhart Mooney, a quote from Erik Erikson is shared. He stated, “There is in every child at every
stage a new miracle of vigorous unfolding, which constitutes a new hope and new responsibility for all.” (Mooney, p. 53). This quote is powerful
because it shows that every child in every stage of life needs a team of people working together to make their unfolding futures positive.

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Morning Meeting: Classroom Practices:
While reading the First Six Weeks of School from Responsive Classroom, I learned that “a morning meeting lays the foundation for all
those to come and help meet their needs for belonging, significance, and fun right from the start’ (Responsive Classroom, p. 16). In my
Ct’s classroom, we devised a morning routine and really found that morning meetings set the tone of the day. When the students arrived
right away in the morning, they go to their lockers, put backpacks away, get out take home folder then place that in the folder bin. The
students then choose their lunch which is on the board, answer questions of the day. Lastly, they go to their table space for a 20-minute
independent brain break. What I observed was the students were so excited for the morning meeting. The morning meeting was a time to
come together to the carpet, move, dance, greet each other, and then get the day started together. The goal of morning meetings is to
give students a safe environment that provides a sense of trust, allows all students to feel important, encourages safe and respectful
learning, helps regulate emotions, improves teamwork, separates home from school and prepares students for the day's events and it
supports all aspects of learning such as academic, emotional, and social.
Rule Creation:
“Rules are what make the good things happen” by Chip Wood. When reading the
book, Teaching Children to Care” by Ruth Sidney Charney, I was taken back by
how important classroom rules are to the students. I believe that rule formation that
is created by student input and collaboration is the most effective way to build a
classroom family that is positive and respectful. Creating rules with children is an
important part of the work of the first six weeks of school and sets the classroom
tone for the year and leads to greater growth (Charney, pg. 69).

During the first week, my CT read the book, “Our Classroom Family” by Shannon
Olsen. This is a book that will help build up the classroom community. Kids learn
that their classroom is a place where it is safe to be themselves, it is okay to make
mistakes, and it is important to be a friend and to be kind to others. One rule in the
classroom was the always be kind.
There are many other reasons as to why rule creations are essential, however I do
believe that classrooms are happier with a few rules that are honored versus many
rules that are forgotten. Rules should be there to encourage reasoned thinking and
with discussion and along with student development, some rules are more
appropriate for older grades rather than younger grades. We must give students an
example of how to be while in the classroom and school and remind them of what
Paul Tough said in “How Children Succeed” and that reminding them of self-control
and respect is something that builds our character.
Interactive Modeling: Postitive Teacher Language:
I believe with interactive modeling, children create clear, Creating a classroom culture is an important task for the
positive mental images of what is expected of them. They teacher. You want it to be safe, joyful, positive, inclusive,
notice things for themselves, which builds up their ability of and purposeful. On the very first day of school, there were
so many students nervous and fearful of the day. My CT
observation and their investigation and communication skills.
and I waited for the students to come to their lockers and
Secondly, because they get immediate practice, the students
greeted each with a smile and “Hi William! I am so excited
gain quicker expertise and stronger proficiency in the procedure
that you are here. We are going to have a wonderful day!”
or skill being taught. The steps of this type of modeling
incorporate important points of effective teaching which are In addition to positive teacher language, positive discipline
modeling positive behaviors, engaging students in active is necessary for Kindergartners because it fosters a safe
learning, and immediately assessing their understanding. and orderly environment for learning. One of the signals for
According to responsive classroom.com, research shows that quiet attention in my CT’s classroom was a rainbow breath.
when we teach in this way, children achieve greater, faster, and This is where the teacher would stand straight with both
longer-lasting success in meeting expectations and mastering hands and arms above her head and practice a deep breath
skills. while moving her arms down in a rainbow form. The
While in my student teaching clinical, there was interactive students would follow along. It was wonderful for the
modeling for every lesson. On most occasions, my CT had a students because it embedded calmness, self-respect, and
listening skills.
model for the students to follow, especially for morning brain
On the first day of school, my CT ordered books from
breaks and for afternoon centers. It was a great tool to have.
scholastic, so each child gets a new book each month. In
She would model the task and then they would have to do it
September the book was “How do Dinosaur's go to School.”
independently, while the model worksheet that she had The book talks about the rules of school and how we treat
completed was at each of their tables. When there was a model others with kindness. That was just another positive
already made for them, she had a projector device that would language from the teacher. She gifted the students a book
hook up to her smart board. From there, she would be able to to show the power of postive behavior.
show the students how to complete the task at the same time.
Academic Choice: Collaborative Problem Solving:
Academic Choice is a powerful tool for motivating the According to the book, “The First Six Weeks of School,” successful
students to learn. When teachers use academic choice collaboration is more complex them pairing children up and saying,
“work together.” We must teach students the skills needed to work
to structure lessons, children become enthusiastic
together, which are taking turns and exchanging ideas with a partner.
learners who engage in an activity because they want to, Learning how to take turns talking, playing games, etc. is an important
not because the teacher told them to. They work with a way to build relationships with others. Interactive modeling is a large
sense of competence, autonomy, and satisfaction. It is piece to collaborative problem solving and it shows how to take turns.
all about giving the students simple decisions, which
helps them learn to make good choices about their
learning.
In the Kindergarten classroom, my CT had Fun Friday. In
the mornings, Monday-Thursday, the students work in
morning centers but on Friday fun, the students get to
choose what they want to learn about for the 20-minute
lesson. Offering a selection of choices is good for the
brain and choices will stimulate the brain. Students thrive
on choices that appeal to different learning styles and
interests. When students feel in control of their learning,
they are more apt to produce better work rather than
stumble through a random assignment with frustration
and little meaning.
3 Connected Teacher Candidate Name: Kiley Curlee
Grade & Subject Area: Kindergarten Prep, Math
Date for Planned Lesson: September 19, 2022

Lesson Plans
Lesson Title Ten Apples on Top

MN/CC State Standard(s) K 1.1.1 Recognize that a number can be used to represent how many objects are in a set
- direct quote from MN standards or to represent the position of an object in a sequence.
documents K 1.1.2 Count, with and without objects, forward and backward to at least 20.
K 1.1.4 Find a number that is 1 more or 1 less than a given number.
- if only focusing on one part of a
given standard, underline the part
being focused upon
Central Focus one to one counting to ten using manipulatives.
- derived from standard,
- communicates general goal

Math
Learning Target for this Lesson Identify the numbers in the story, one to one counting, count to ten
- concisely says what students will be
able to know and do
- start with appropriate language
function (active verb)
Academic Language (AL) Domain-specific academic vocabulary:

Lesson #1
Count, number words, one more, equal
a. Domain-specific Acad vocabulary
b. General Academic vocabulary
General academic vocabulary:
(Words used in school across
many subject areas) book, spine, front cover, back cover, author
c. Syntax Sentence Frame: Example Sentence Frame ex:
sentence that students can use
I have _______ apples on my head.
to accomplish target
d. In Lesson Part 2 Assessment (below), students will be asked to explain X to a partner
d. Point in lesson where students will
using at least 2 of the following words…
be given opportunity to use How many apples do you have on your head? Count the apples. Now add one more.
Academic Vocabulary (Note: It
is important that this appears in
TPA videotape segments
Needed modifications/supports Before the lesson, I prepped the materials that were needed in individual bags.
a. Identify how some form of If there is a need for an intervention, I will pull those students at rest and relax time. For
additional support will be students with visual or hearing needs, they will be seated at the front of the classroom.
provided for some aspect of the
lesson for given student(s)
- visual, graphic, interactive
- reduced text, rewritten text, fill-in the
blank notes, word banks
- graphic organizers, sentence frames
Resources & materials needed 10 Apples on Top, by Theo Lesieg

Blocks with student pictures on them

Apple Counter manipulatives

Lesson Activity description / teacher does Students do

Part Phase I will read the book, Ten Apples up on Top. The students will sit and
1
State Target & Activate Prior I will ask them questions regarding the book while listen.
Knowledge reading. The students will answer
accordingly.
a) Post the learning target
statement and indicate whether
the teacher or student(s) will read
it aloud
b) Engage students in activity to
elicit / build prior background
knowledge
Phase 1 Assessment As a large group. When I ask the questions while reading
The students will answer the

Explain the plan to capture data the book, “Which number comes after ____?” I will be
question “which number

from this phase of the lesson noticing who is and isn’t answering. comes next?”

Phase 2 Teacher Input / Inquiry - On the board, I have a picture of my own picture block The students will watch
Explain procedures and 10 apple counters. I will demonstrate what we are accordingly.
- Demonstration the task going to go with the apple counters and blocks.
- Teacher think aloud
I have put a small bag with the students block picture and
10 apple counters. After reading the book, I will ask the The students will do

students to put their picture block on the name tag and accordingly and end with

line the apple counters up. When they are finished, they their hands on their heads.
are to put their hands on their heads.
Phase 2 Assessment We will go back to the book. I will show the students The students will do that.
Explain the plan to check for number one. I will ask them what number is this?
I will ask the students to put 1 apple counter on their
understanding of steps /
block.
procedures demonstrated in
this phase

Your paragraph text

Phase 3 Guided Practice We will be sitting at the carpet in a full group lesson. The
- Paired/collaborative work students will be able to collaborate on how many apples
are on head of the characters in the book.
- Teacher(s) may roam & assist
Phase 3 & 4
Phase 3 Assessment I will ask what number comes next. The students will answer the
Explain the plan to check for At some points, I will call out a student to answer that
question accordingly. 10:30-19 min
ability to apply demonstrated question.
steps/procedures during
guided practice

https://youtu.be/WOwOExBALUE
Phase 4 Independent practice At the end of the lesson, I had the students count the The students will count the
manipulatives on their self-blocks. apple manipulatives
- Individual student work

Phase 4 Assessment That showed me that they understood the 1:1 They will keep adding one
Explain plan to check for ability to correspondence and counting to 10. more apple manipulative to
apply demonstrated their picture block.
steps/procedures during
independent practice

Phase 5 Restatement & Closure We learned how to count apples 1 by 1 and put them on Students will listen and show
learning target
a) Restate our picture blocks. I will have seen each student to this me their finished product.
while in a group setting.
b) Explain a planned opportunity
for students to self-assess
their perceived level of
Teacher Candidate Name: Kiley Curlee
Grade & Subject Area: Kindergarten Prep and Math
Date for Planned Lesson: Tuesday, September 20

Lesson Title Apple Number 10 frame

MN/CC State Standard(s) K 1.1.1 Recognize that a number can be used to represent how many objects are in a set
- direct quote from MN standards or to represent the position of an object in a sequence.
documents K 1.1.2 Count, with and without objects, forward and backward to at least 20.
K 1.1.4 Find a number that is 1 more or 1 less than a given number.
- if only focusing on one part of a
given standard, underline the part
being focused upon
Central Focus Using 10 frames in counting to 10
- derived from standard,
- communicates general goal

Math Learning Target for this Lesson

- concisely says what students will be
able to know and do
- start with appropriate language
Identify the numbers in the story, one to one counting, count to ten, identify and see the
number ten using 10 frames.

Lesson #2
function (active verb)
Academic Language (AL) Domain-specific academic vocabulary:
Count, number words (one, two, three…), one more, equal, ten frame, apple counters
a. Domain-specific Acad vocabulary
b. General Academic vocabulary
General academic vocabulary:
(words used in school across many
subject areas) balance, top, bottom, parts of the book, author
c. Syntax Sentence Frame: Example c. Sentence Frame ex:
sentence that students can use
I will be able to count to ten using my apple manipulatives on my 10 frames
to accomplish target
d. The students will be listening for the vocabulary words while I am reading the book.
d. Point in lesson where students will
be given opportunity to use
Academic Vocabulary (Note: It
is important that this appears in
TPA videotape segments
Needed modifications/supports Before the lesson, I prepped the materials that were needed in individual bags.
a. Identify how some form of If there is a need for an intervention, I will pull those students at rest and relax time. For
additional support will be students with visual or hearing needs, they will be seated at the front of the classroom.
provided for some aspect of the
lesson for given student(s)
- visual, graphic, interactive
- reduced text, rewritten text, fill-in the
blank notes, word banks
- graphic organizers, sentence frames
Resources & materials needed Five little Apples YouTube: https://youtu.be/fKmFHRrkFuQ
Apple counter manipulatives
10 frames
Block picture
Worksheet assessment
10 Apples on Top, by Theo Lesieg
Lesson Part Activity description / teacher does Students do
Phase 1 To start the lesson, we will talk about circle time The students will answer the
State Target & Activate Prior reminders. questions on how to behave
Knowledge
on the carpet.
The student will say yes or no.
a) Post the learning target After the reminders, I will ask them if know what a 10
statement and indicate whether The students will sing and
frame is.
the teacher or student(s) will read dance along with the song.
it aloud I will turn on a YouTube video called Way Up High on the
b) Engage students in activity to Apple tree to spark their attention and get our jiggles out.
elicit / build prior background
knowledge
1-5 counting is involved in the YouTube video. I will be
Phase 1 Assessment The students will sing along.
Explain the plan to capture data watching the students to see who sings along.
from this phase of the lesson
Phase 2 Teacher Input / Inquiry
I will ask the students if they remember the story from They will answer.
- Explain procedures the day prior which is “10 Apples on top”
- Demonstration the task
- Teacher think aloud
Phase 2 Assessment
Explain the plan to check for I will ask students to raise their hands and tell me 3-4 The students will raise their
understanding of steps / items that they remember about our story. hands with an answer.
procedures demonstrated in
this phase

Phase 3 Guided Practice

- Paired/collaborative work Next, I will have each student get out their 10 frame and The students will get their 10

- Teacher(s) may roam & assist apple manipulatives. frames and place them in

front of them.
I will ask them to place them in front of them on the circle They will get out their apple

time square. I will model this also.

I will ask the students to count out 1 apple and put it on
manipulatives and place 1

apple and so on.

https://youtu.be/3bnNTS-RrB8
their counter. Then 2, then 3, then 4, then 5…
We will then get out the 10 frames. I will ask the student to
put 1 apple in the frame, then 2, then 3… up to 10.
I will ask the students to remove their apples and Phase 2 & 3
I Now, I will play a game with the students. I have the The students will listen to the
Phase 3 Assessment numbers 1-10 written on flashcards. I will draw names and prompts from their teacher. 9:25-22 mins
Explain the plan to check for that chosen student (I will get through them all). The
ability to apply demonstrated student will come up to draw a card, tell me the number,
steps/procedures during and then the class will show me that number of apple
guided practice manipulatives on their math mat.

Phase 4 Independent practice I will hand out the number worksheets that each child will .The students will head to
work on at their table space. their tables with their
- Individual student work worksheet.

Phase 4 Assessment I will have the students work independently on their The students will work
Explain plan to check for ability to worksheets. They will have to trace numbers 1-6 and put independently.
apply demonstrated that many apples on their tree.
steps/procedures during
independent practice

Phase 5 Restatement & Closure If I see that they do not understand the given assignment,
Teacher Candidate Name: Kiley Curlee
Grade & Subject Area: Kindergarten Prep; Math
Date for Planned Lesson: Wednesday, September 21

Lesson Title 10 Apples up on Top

Tuning Protocol Math Lesson 3 take 2 - YouTube
MN/CC State Standard(s) K 1.1.1 Recognize that a number can be used to represent how many objects are in a set
- direct quote from MN standards or to represent the position of an object in a sequence.
documents K 1.1.4 Find a number that is 1 more or 1 less than a given number.
- if only focusing on one part of a given
standard, underline the part being
focused upon
Central Focus
- derived from standard, Writing numbers 1-10
- communicates general goal Drawing apples (1:1) on top of the number

Math
Learning Target for this Lesson
- concisely says what students will be Identify how to correctly write numbers
able to know and do 1:1 counting
- start with appropriate language function
(active verb)
Academic Language (AL)
a. Domain-specific Acad vocabulary a.Domain-specific academic vocabulary

Lesson #3
b. General Academic vocabulary On top, numbers
(words used in school across many
subject areas) b.General academic vocabulary
c. Syntax Sentence Frame: Example
sentence that students can use to Erase, white board,
accomplish target c.Sentence Frame
d. Point in lesson where students will be There are _____ apples on my number______.
given opportunity to use Academic The students will be singing a song to remind them how to make a specific number.
Vocabulary (Note: It
is important that this appear in TPA
videotape segments
Needed modifications/supports
a. Identify how some form of additional
support will be provided for some Ex: BP will accomplish the stated target, with the added support of sentence frames and a
aspect of the lesson for given word
student(s)
- visual, graphic, interactive
- reduced text, rewritten text, fill-in the
blank notes, word banks
- graphic organizers, sentence frames
Resources & materials needed

Five little Apples YouTube: https://youtu.be/fKmFHRrkFuQ

14 Whiteboards
14 dry erase markers
14 erasers

Lesson Part Activity description / teacher doesStudents do

Phase 1 “Way up high in the apple tree” YouTube video to activateParticipate in the video
State Target & Activate Prior their brains from the last lesson. dance. And then sit on their
Knowledge carpet square.
a) Post the learning target statement
and indicate whether the teacher or
student(s) will read it aloud
b) Engage students in activity to elicit
/ build prior background knowledge
Phase 1 Assessment Sit on their carpet space with listening ears Listening ears and eyes on
Explain the plan to capture data from me.
this phase of the lesson

Phase 2 Teacher Input / Inquiry - Instruct the students to sit down on the carpet. I will give
The students will model what
Explain procedures the instructions of going to their table spaces. Erase
I did and make numbers on
- Demonstration the task what is on their white boards. their white boards.
- Teacher think aloud
Phase 2 Assessment
Moving to their table space quietly and erasing their They will do what is
Explain the plan to check for
understanding of steps / whiteboards. instructed.
procedures demonstrated in this
phase

Phase 3 Guided Practice

- Paired/collaborative work Students will use their whiteboards and write the The students will model what
- Teacher(s) may roam & assist instructed flash card. I will say, make the number 5, and I did and make numbers on
then model it. This will go on to the number 10. I will use their white boards. They can
encouraging words and “you show me” …. ask for help as needed.
I will then instruct them to make 5 circles on top of their

number 5.
Phase 3 Assessment I will have written numbers 0-10 successfully on their The students will write the
Explain the plan to check for ability whiteboard along with the circles. numbers.
to apply demonstrated
steps/procedures during guided
practice

Phase 4 Independent practice As a class and at their table spaces, as a group but working The students will make each
- Individual student work alone, I will give the students a number and they are to number and then give me a
write it with no assistance. I will have the model in my thumbs up.
hands for the students to reference. When they are done
and it is right, I will give them a thumbs up and they can
https://youtu.be/vYrW8HfDpNU
erase.
Phase 4 Assessment I will instruct the students to make the number The students will make their
Explain plan to check for ability to independently. numbers and sit quietly. Phase 4 & 5
apply demonstrated I will instruct them to erase when they are done and have
correct form.
19:00-27:00 mins
steps/procedures during
independent practice

Phase 5 Restatement & Closure Now each table will get their own number. They are to The students will come up to

a) Restate learning target write the number and then sit quietly until everyone is the front of the room and

b) Explain a planned opportunity for finished. Then each table will present their boards and tell present their number on their

students to self-assess their perceived the class what number they wrote. whiteboards.
level of mastery for the target.
None
Phase 6 Summative Next Steps
Attach a class roster (first names
only) with space to indicate for
each student the needed next
steps of instruction.

*This lesson plan is based on the work of David Denton (2013) with added modifications. An introductory
video to the basics of the plan is available at https://www.youtube.com/watch?v=-yCj7IMyWAQ.
Updated 1/2016
Student Work:

High Middle Low

High Middle Low

Circle making: Making apples for the apple theme and the letter /a/
High Middle Low
Appendix E Clinical Experience Evaluation Rubric Senior Year: First Six Weeks & Global Studies

Clinical Student’s Name: Kiley Curlee; Kindergarten Prep

Self-Assessment Form for Tuning Protocol

TIMELINESS and COLLABORATIVE 4

3 2 1 N/O
PLANNING:
Materials are prepared, ready, and appropriate X
Engages in an exchange of ideas with X

X
classmates
Develops and submits a lesson plan X

1
Creates an organized teaching area X

Gives clear, concise directions 2

X
Uses time efficiently X
3 X
IMPLEMENTATION OF PLANNED LESSON: 4 X N/O
Demonstrates knowledge of content area
Uses appropriate pacing
Constructs aligned and varied learning
opportunities in assigned edTPA Lesson Plan
format
Facilitates developmentally and culturally X
appropriate relationships
Delivers hands-on, meaningful, relevant learning X
experiences X
Pre-teaches relevant vocabulary X

Checks for understanding X

Uses a variety of questioning strategies

Gives adequate wait time for responses

Solicits student inputs and opinions X

X

Models corrective feedback as needed X

Re-teaches when need is indicated by student

X
response
X
Differentiates for individual learner needs X
Provides a structured closure and review
Redirects off-task students
Video SelfAssessment:
1. What are some of your personal idiosyncrasies? What can you do about them?

One of my idiosyncrasies is when other teachers or the principal would come in and observe me teaching my lessons. I am often
told that I am doing an excellent job at the teaching lessons, and they are enjoyable and engaging, but I tend to struggle to find
confidence in myself. I often feel uncomfortable and sometimes get anxious. Positive feedback is something that I struggle with
receiving. I am a confident person, but when it comes to teaching a lesson in front of a seasoned teacher, my nerves are shot. I
know I need to dig deep in knowing that I know what I am doing and ask for help when I feel like I need it. What I will do about
these issues and scenarios is take a deep breath and just go for it. I know that there are amazing teachers and other staff all
around to support me. There is no failing!
Add a subheading

2. What did you do at the start of each lesson to set the mood or climate for learning? Looking back, would you
do anything differently, and if yes, what, why and how?

Each lesson, I would start with a smile. I enjoy being positive and sharing it with the students.
Each day would start out the same. The while class would come together and sing a song called “Good Morning, how
are you”? The students were to go around to each other and shake hands. The beginning weeks of school, many of the
students would choose the same friends. Towards the end of my experience, they were all friends, and they would
shake hands with everyone in the class.
The climate in this classroom was always happy and “you may not be able to do that, YET.” The phrase “I can’t” was not
allowed too much in the classroom because whether it was a lesson being given or rest time, it was a positive area, and
everyone was kind to each other in every way, shape or form.

3. Analyze the questions you asked of your students during each lesson. What do you notice in terms of the quality,
levels, wait time, your responses to students, and their responses to your questions?

I think that the questions I asked my students during each lesson were at the
appropriate grade level and were comprehensive for all. Every time I asked for a volunteer
to raise their hand and answer my question, I had multiple students willing to answer. I used their names to address them. I also
do not think that students struggled to answer what I was asking, and I offered appropriate amount of wait time between asking a
question and calling on a student except on a few occasions. There are students in the class that want to participate but do not
know the answer. This is something that I must work on, giving these students enough time to think about the answer before I
tell them the answer. My goal while in a group setting is encouraging the students with positive feedback and by thanking them
when they answer a question. Not only does that prove to them that they are a valuable attribute to our classroom, but it also
makes them more confident when they know they are answering things correctly.

4. How well did you involve all students in responding and participating? Were
there any equity issues?

I feel like I did an excellent job in this. My CT and I created fourteen name stick so it was easy to randomly draw a name and
have the students participate. I did not use them all the time though. Anytime a question was asked, the students would
raise their hand, whether they knew the answer or not. Each student genuinely enjoyed participating because there was
such a powerful sense of community within the classroom.
One thing that I may do differently is start the name sticks sooner. It was often easy to forget them when the excitement of
the lesson was upon them.

5. With what skills development or dispositional progress during your student

teaching is you most pleased?

Personal and professional growth was the biggest skill development that I am most pleased about.
During my student teaching experience, I spent a lot of time prepping, going over, researching diverse ways to present the information for each
lesson. I looked for activities that my students would enjoy, and I made sure that I had all the materials and other things that I needed before
class started. Even then, there were always things that would go wrong. Technology would fail, time would run out. Students would complete
activities quicker than planned. Our students would require much more time and explanation than expected. I realized that I needed to be
prepared as much as possible, but the biggest thing that I realized was to prepare to be flexible. You have no idea what is going to come up or
what will catch the students’ attention. When creating lessons, remember that you need to be prepared for changes. Figure out alternative
activities in order to help your day go as smoothly as possible and allow your students to gain the most from the lessons.

6. In what areas do you still see room

for growth and improvement?

My 6-week placement, as I stated above, was in a prekindergarten classroom with a teacher that has the same teaching style as myself. It is
exactly what I want to do when I become a teacher. The biggest area that I see for growth and improvement is in the assessment area. It was
always on my mind to make sure that I had the best assessment but when it came down to it, I did not need the biggest assessment, I just
needed something that will quickly assess them per daily lesson. After taking our data collection, gathering data often is so important to meet the
needs of all the students, especially those students that are not grasping the criteria.
Student Work Analysis:

While teaching in my first six-week placement, there were not any end of the unit summative assessments. The way my CT teaches is by gathering data
using several formal assessments, daily. When it is time for a summative assessment, typically around conference time, then it will be gathered. I am
unsure what else they do for kindergarten prep.
One thing I loved about my teacher is she offered rotating daily stations for the students to work individually or with their table mates. My favorite stations
were the paper, clipboard, letter, or number identify. These stations involved the students walking around the room, looking for the “match” of whatever
card they had. Ex: if it were an /A/, they were to look for the /a/ or letter/ word match, or diverse ways to make numbers. It was so amazing to see what
the students already know and are learning.
The higher students were very efficient in this task. Middle had more questions, and low struggled a bit and needed reassurance that they could do it.
The examples that I provided are their name samples on the first day of school, apples in their literacy book for practicing writing the letters with a circle
in them, and lastly this is their October paper copy of letter identification, letter sounds, numbers, and number identification. I did the ESGI assessment
with them in the middle of September. I wanted to be able to share the progress they have made, but the assessment was not available to print.
The high-level students tend to pay more attention in class, so they know what is happening
and can always help their peers. Those students tend to care more about what their handwriting looks like and are great at writing numbers, being
decorative in their drawings, creating their own patterns. The middle level student is very smart and is where they should be academically, but
sometimes gets distracted by their friends and misses vital details during instruction. The lower-level student knows what they should be doing but
simply just does not follow the directions at times. They are distracted by the unimportant things while instruction is given and ask many or no questions
at all once everyone has been sent to work because they did not pay attention. These students tend to procrastinate and avoid tasks.
Academics in school are so important for all students but so is caring and understanding.
Day by day, and the more time the students are in the classroom, they will have more exposer and opportunities to work and learn with and from their
teachers and classmates.
As a new teacher, I am so excited to provide a nurturing, safe space for each student deserves an equal educational opportunity.

Permission Slip: Parent/Guardian Consent to Participate

Videotaping

Dear Parent/Guardian:

I am a Teacher Candidate from Winona State University-Rochester. I am currently in my first 6-

week student teaching experience in your child’s classroom. As part of my experience and

growth, I will be videotaping the class and my teaching in order to reflect and improve my

teaching skills. The videos will be for my own personal use and not posted or shared with

anyone else. I will not identify your child or use his/her name in any notes or assignments

submitted to the instructor.

It's a pleasure to work in your child’s classroom. I appreciate your support of my growth as a

teacher. If you would NOT like your child to be in any videos, please sign below and return the

form.

Sincerely,

_______________________________
(Teacher Candidate Signature)

--------------------------------------------------------------------------------------------------------------------------------------------------------

CONSENT by Parent or Guardian

I am the parent/legal guardian of the child named below. I understand the use of videotaping of
my child for the purpose described above.
_____ I DO NOT give permission to include my child.

Student’s name: __________________________________

Student’s School: _______________________________

Signature of Parent or Guardian: _________________________________

Date: ____________________________
Data Collecting Instruments:
Letter, letter sounds, Number ID, and
In this pre-kindergarten classroom, there were Number writing assessment for
multiple moments to assess the students. I
wasn't there for any end of the quarter ESGI assessment tool Primary Prep
summative assessments but was there for
many formative assessments.
One assessment tool that Pine Island
Elementary uses is called ESGI. ESGI’s are
preloaded assessments developed by
education luminaries who have decades of te
experience in early childhood education. I did
not get any picture data on the ESGI;
assessment that I did on the students. This
type of tool is great for data collection and
keeping track of where the students are at.
I tested them on their capital letters and lower-
case letters.
Informal Data Collecting
Behavior Charts:

another example of a behavior chart

This chart is used for positive

reinforcement. The students get a sticker
for being helpful, kind, raising their hands,
staying on task, etc. When it's filled, they
get a prize out of the prize bucket.
Reading:
“Science of Reading” (SoR) means evidence-based
reading instruction practices that address the acquisition
of language, phonological and phonemic awareness,
phonics and spelling, fluency, vocabulary, oral language,
and comprehension that can be differentiated to meet the
needs of individual students. This read
Such an amazing 6 week experience
Works Cited:
Anderson, M. (2015). The First Six Weeks of School (Second). Center for Responsive Schools Inc.

Charney, R. (2002). In Teaching children to care: Classroom management for ethical and academic growth, K-8. essay, Northeast
Foundation for Children.

Hammond, Z. (2015). Culturally responsive teaching and the brain: Promoting authentic engagement and rigor among culturally and
linguistically diverse students. Corwin.

Mooney, C. G. (2006). Theories of childhood: An introduction to Dewey, Montessori, Erickson, Piaget, and Vygotsky (Second).
Pearson/Merrill Prentice Hall.

Responsive Classroom. (2017, June 2). What is interactive modeling? Responsive Classroom. Retrieved November 5, 2022, from
https://www.responsiveclassroom.org/what-interactive-modeling/

YouTube. (2016). How Children Succeed. YouTube. Retrieved November 3, 2022, from https://www.youtube.com/watch?
v=Qx7EGal0qmg.