TUNING

PROTOCOL By: Lauren Holets

Course Instructor: Dr. Bryan Matera
Fall 2022

1
Table of Contents:
 1.Context for Learning……………………….…….... 3-5

2.Educational Themes……………………..………....6-7

3.Classroom Practices………………………..……....8-27

4.Three Connected Lessons………………………..28-44

5.Signed Permission Slips…………………………....45

6.Videotaped Lesson Segments…………………...46

7.Video Self-Analysis………………………...........47-48

8.High, Middle, and Low Student Work………49-53

9.Data Collecting Instruments………………………....54

10. Overall Reflection.………………….........55-56

Context for
Learning:
2
 Mrs. Pepper’s Blue Bee Class
21 Students
Woodson Kindergarten Center, Austin MN
Context for
Learning:
3
 For the first six week, I was in a kindergarten class at Woodson Kindergarten Center

located in Austin MN. Woodson is the only elementary school available in Austin, MN and it is

located in the southeast side of Austin. Woodson is home to 393 students. The school is shaped

like a square and has a garden placed on the inside that can only be accessed if inside the

school. There are four different sections located inside the school. There is blue, green, and red

hallways, along with the Special Education Hallway which is Yellow. Everyone apart of Woodson

is absolutely amazing and welcoming to anyone who walks into the building. The principle is Jill

Rollie, and she has been a principle for roughly three years. She is so kind and welcoming to

each and every student. I admire her enthusiasm for education, Jill stands outside each Friday

no matter the weather and blares music and dances with the kids as they get on the bus to go

home. If I ever had the opportunity to teach at Woodson Kindergarten Center, I would be more

than happy to.

In the class I student taught in, there were 21 students, ten girls and eleven boys. There

was a similar number in genders, there were many different ethnic backgrounds that were

represented in the classroom. Having a diverse classroom is a great experience to learn about

the differences amongst students. Kindergarten is such a fun and exciting age for students

because that is when they learn and grow each day, and you get to truly experience it. This is

the time where they learn how to write their name, they learn their colors, shapes, rules, and

zones of regulation for the APS District.

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 My class had two students who were receiving Special Education services that were on

IEPs, and a few other students were being tested for gifted and talented.

The classroom that I student taught in was held in a warm, cozy, safe, and inviting

environment for kindergarteners to be in. The teacher Mrs. Pepper was very inviting and

welcoming the second I walked into the classroom, along with Ms. Staley. The classroom was

spacious and colorful. Mrs. Pepper had signs and posters covering each wall as well has storage

and shelving. Mrs. Pepper had a “safe place” in the corner of her room where students could go

if they were having strong feelings. This place was blocked off by a divider, it had a rug, fidgets,

and the zones of regulation poster for students to use to change their zone.

Educational
Themes:
5
 How children learn is as important as what they learn.

When entering a classroom, you can see what children are supposed to be learning. There

might be posters around the room, books on shelves, letters hung up around the room. If the

educator is not engaging the students in what they are learning, they will not retain any

information. It is the educator’s job to track and progress through the year to see where the

strengths and weaknesses are. If the teacher is not “teaching” the correct way, the students will

not learn.

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.

Building relationships is essential when you are an educator. You will need to gain trust with the

parents of the students. It will help you understand the background of the students and how

things are at home. If you have an issue arise with a student, you will want to communicate

with the parents. If you don’t have that healthy relationship, they will not reciprocate the help.

This relationship will show the parents that you care and are wanting the best for their child.

Social curriculum and how it is implemented.

The students in the classroom I was in were given the chance every morning to socialize with

each other. If students are not given the chance to socialize with other children or with the

teacher, they will not gain trust and relationships with each other. Socialization is just as

important as giving children time to play. When students work in groups or at a table together,

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they will only rely on the teacher for help if they are not given the chance to socialize and share

common interests.

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Classroom Practices:
 Why Morning Meeting?

Morning meeting builds a sense of family and welcome each day. The students come into the

classroom and eat breakfast, then they find their carpet square when they are finished. Once

everyone is done, we have sharing time. This helps students share whatever is on their mind or

something interesting they want to share with the class. Morning meeting also helps students

who may be shy or tired in the morning a chance to come out of their shell. Morning meeting is

what brings the relationships and trust in the class.

At Woodson Kindergarten Center the students have been learning about the zones of

regulation. This helps students when they are having strong feelings. So, each day the students

grab their name tag and place their name under the zone they are in. This gives the teacher a

sense of what to expect from each student in the morning. Most students chose the green

zone, but there are many students that come in and are in the blue zone because they are tired

or sad. The teacher then can ask students if they would like a hug or if they need anything to

start their day.

During morning meeting the students sing a song that all kindergarten classes sing. It is about

being kind and fair. They sing a song for the students that are sick and not attending school and

to wish them well. Then we go through the day of the month, and we talk about ‘yesterday,

today, and tomorrow’. We look outside and observe what the weather looks like, then we talk

about the seasons and which one we are in. This is all repeated to help students each day to

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remember what the calendar looks like and how to remember it all. Then the teacher will do a

pattern on the board and the student will repeat it back and decide which type of pattern it is.

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 Morning
Meeting

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 Classroom Practices:

One thing that was implemented in the classroom right away was the rules my CT had. She had

a whole poster board she made up to keep the kids safe. She showed videos that the principle

had made to remind the students of the safe behaviors they need to model in each part of the

building. My CT had the students practice the rules for the first couple weeks of the school year

to ensure the safety of the students.

Daily routines are extremely important in a kindergarten classroom. The teacher has the

students place their folder and lunch box in a cart outside of the classroom each morning. The

students then walk into the room and put their name stick in whichever bucket they choose for

lunch. The students then get to put their name tag under whichever zone they are in (zones of

regulation). They get to grab breakfast and sit at their table until they are done and then they

wait for morning meeting. There is a lot of collaboration in the morning from teacher to student

and student to student. This has all taken a lot of practice, but by the time my student teaching

experience was over the kids had remembered all the routines.

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Day 1 Three Connected Lessons:
edTPA Lesson Plan Template

Teacher Candidate Name: Lauren Holets

Grade & Subject Area: Kindergarten Phonics
Date for Planned Lesson: 09/29/2022
*Examples are given in the right-hand column. When submitting
your lesson plan, you may either replace the given examples or
leave them intact.
Lesson Title Phonics and Word Study
MN/CC State Standard(s) 0.1.1.1
- direct quote from MN standards Demonstrate understanding of the basic features of print:
documents a. Follow words from left to right, top to bottom and page by page.
- if only focusing on one part of a b. Recognize and name all upper and lowercase letters of the
given standard, underline the part alphabet.
being focused upon c. Understand that words are separated by spaces in print.
0.1.4.1
Ask and answer questions about key details in a text, with prompting and
support.

Central Focus Students will be able to read critically to comprehend, interpret, and
- derived from standard, analyze themes and central ideas in complex literary and informational
- communicates general goal texts. Students will also be able to demonstrate knowledge of oral
language, phonological and phonemic awareness, phonics, and
morphology to read accurately and fluently.
Learning Target for this Lesson Working with their teacher and spending time practicing daily phonemic
- concisely says what students will awareness practice, letter of the day, and following along during a read
be able to know and do aloud and asking questions.
- start with appropriate language
function (active verb)
Academic Language (AL) Cubs, shelter, den, survive
a. Domain-specific Acad Tiny, Helpless, Cozy
vocabulary
b. General Academic vocabulary This object starts with a _______. What sound does this letter make?
(words used in school across What do animals need to survive? Where is left? Where is right? What is a
many subject areas) cave? How is your home like a cave?
c. Syntax Sentence Frame:
How is your home like a cave? Turn and tell your partner.
Example sentence that
students can use to
My home is like a cave because_____.
accomplish target
d. Point in lesson where students
will be given opportunity to
use Academic Vocabulary

28
 (Note: It
is important that this appear in
TPA videotape segments
Needed modifications/supports Instruction is taught using a visual and interactive slide show.
a. Identify how some form of
additional support will be Instruction is taught using a pointer stick.
provided for some aspect of
the lesson for given student(s) Sentence frames are used.
- visual, graphic, interactive
- reduced text, rewritten text, fill-in Paraprofessional will be present, student chair to help student focus (less
the blank notes, word banks fidgeting).
- graphic organizers, sentence
frames Whole body listening reminders and quiet reminders.

Proximity of how students are placed during the lesson.

Resources & materials needed Anchor Chart- fiction or non-fiction

Letters for review

Big Book of Shared Readings and Poetry: Vol 1 “What Animals Need” pp.
4-5

Brain Break Videos

Ice Bear Book

Power point with lesson objectives and benchmark information

Lesson Part Activity description / teacher does Students do

Phase 1 Phase 1: Read Aloud Students are engaged
State Target & Activate Prior and actively
Knowledge participating in
a) Post the learning target classroom discussions.
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 Teacher will read Ice Bear Book to students Students will listen and
Explain the plan to capture (whole group) participate in the read
data from this phase of the aloud.
lesson Teacher will check students understanding by Students will be actively
connecting the story with the shared reading engaged and answer
and introducing the targeted objective questions when asked.

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Phase 2 Teacher Input / Inquiry Phase 2: Shared Reading Students will be actively
- Explain procedures engaged and answer
- Demonstration the task The teacher will stand at the ‘podium’ and read questions when asked.
- Teacher think aloud “What Animals Need Big Book of Shared
Reading and Poetry, Vol 1 pp 4-5”.

The teacher will define/example/ask questions

for new vocabulary survive, water, food, air,
breathe, wild, caves.

The teacher will ask students to answer

questions about how the stories connect.

The teacher will state yesterday we heard about

things animals need to survive. Follow along as
I read the text and listen for the things animals
need to live.

The teacher will read text. Reread and have

students join in reading just like me. Teach
students how to track. The reader starts reading
from left to right and that the readers eyes move
with their fingers.
Phase 2 Assessment Teacher will make sure that readers eyes are Students will be actively
Explain the plan to check for moving left to right and that the readers eyes engaged and answer
understanding of steps / move with the pointer finger. questions when asked.
procedures demonstrated
in this phase The teacher will ask students to Turn and Talk.
The students will use a sentence starter to
complete the sentence- Animals need
________ to live.

The teacher will state that the text says animals

need homes, just like we do. “Bears find caves”
What is a cave? How is your home like a cave?
How is it different? Could a bird live in a cave?
Could a bear live in a nest?

The teacher will ask students to raise hands to

answer the question to make sure students are
understanding the learning objectives.

Phase 3 Guided Practice Phase 3: Brain Break The students will all
- Paired/collaborative work stand up and participate
- Teacher(s) may roam & The teacher will play a video prepared for a in the brain break

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 assist student brain break. The teacher will analyze (shake break).
how the class is looking and behaving after the
brain break to assess that they are ready to
learn again.
Phase 3 Assessment Teacher will analyze how the class is
Explain the plan to check for participating and encourage students who are
ability to apply not participating.
demonstrated
steps/procedures during
guided practice

Phase 4 Independent practice Phase 4: Letter Focus The students will listen
- Individual student work to the teacher and
The teacher will play Heidi’s ABC song. respond to the given
queues correctly.
The teacher will hold up each letter- upper and
lower case and teach letters, model how to
match Kk letter together. Practice Kk-Oo.

The teacher will show tubs full of things that

start with the letter we are reviewing.

If we are talking about the letter Kk (grab the

bucket Kk). Pull an object out of the bucket and
ask students to raise their hands when they
know what the object is. Ask the students what
it is and what it starts with.

Ask the students to mirror the teacher and the

sound that the letter makes.
Repeat that for all Letters that are being
reviewed.

Phase 4 Assessment The teacher will show students the PowerPoint The students will listen
Explain plan to check for slide and ask students to answer what the to directions and raise
ability to apply visual name is under the specific letter that is hands to answer the
demonstrated being talked about. teacher’s question.
steps/procedures during
independent practice The teacher will call on students one and a time
who are raising their hands quietly and want to
answer what the object is and the sound that it
makes.
Phase 5 Restatement & Closure Phase 5: Restate learning target and explain
a) Restate learning target next directions.
b) Explain a planned

31
 opportunity for students to Students will be able to follow directions from
self-assess their the teacher and participate in call-and-response
perceived level of mastery activities to show understanding.
for the target.

Phase 6 Summative Next Steps Phase 6: Send students off to Centers! The students will go to
Attach a class roster (first their assigned center
names only) with space to Ready, set… Go! Quiet work time starts now. and begin working
indicate for each student quietly.
the needed next steps of
instruction.

Student: More Help or Challenge

Prince Yes
Brantley Yes
Jr. Yes
Briana Yes
Breanna Yes
Schuyler Yes
Elijah Yes
Yordanos Yes
Elliot R Yes
Julie Yes
Jack Yes
Mason Yes
Mariana Yes
Bhumika Yes
Joey Yes
Elliott G Yes
Eva Yes
Zarek Yes
Madison Yes
Everly Yes

Day 2
edTPA Lesson Plan Template

32
Teacher Candidate Name: Lauren Holets
Grade & Subject Area: Morning Meeting and Phonics-Kindergarten
Date for Planned Lesson: 9/27/22

*Examples are given in the right hand column. When submitting your lesson
plan, you may either replace the given examples or leave them intact.
Lesson Title Morning Meeting/Reading Comprehension

MN/CC State Standard(s) 0.1.1.1

- direct quote from MN standards Demonstrate understanding of the basic features of print:
documents a. Follow words from left to right, top to bottom and page by page.
- if only focusing on one part of a b. Recognize and name all upper and lowercase letters of the
given standard, underline the part alphabet.
being focused upon c. Understand that words are separated by spaces in print.
0.1.4.1
Ask and answer questions about key details in a text, with prompting and
support.

Central Focus Students will be able to read critically to comprehend, interpret, and
- derived from standard, analyze themes and central ideas in complex literary and informational
- communicates general goal texts. Students will also be able to demonstrate knowledge of oral
language, phonological and phonemic awareness, phonics, and
morphology to read accurately and fluently.
Learning Target for this Lesson Working with their teacher and spending time practicing daily phonemic
- concisely says what students will awareness practice, letter of the day, and following along during a read
be able to know and do aloud and asking questions.
- start with appropriate language
function (active verb)
Academic Language (AL) More, Less, Dillar, Dollar,
a. Domain-specific Acad Rhyme, Capital, Assess
vocabulary
b. General Academic vocabulary What is one more than____? What is one less than____? Can you tell me
(words used in school across if these two words rhyme? How do we start a sentence? How do we end a
many subject areas) sentence? What sound does this letter make?
c. Syntax Sentence Frame:
N/A
Example sentence that
students can use to
accomplish target
d. Point in lesson where students
will be given opportunity to
use Academic Vocabulary
(Note: It
is important that this appear in
TPA videotape segments
Needed modifications/supports Instruction is taught using a visual and interactive slide show.
a. Identify how some form of

33
 additional support will be Instruction is taught using a pointer stick.
provided for some aspect of
the lesson for given student(s) Sentence frames are used.
- visual, graphic, interactive
- reduced text, rewritten text, fill-in Paraprofessional will be present, student chair to help student focus (less
the blank notes, word banks fidgeting).
- graphic organizers, sentence
frames Whole body listening reminders and quiet reminders.

Proximity of how students are placed during the lesson.

Resources & materials needed Morning Meeting PowerPoint

Letters for review

Lesson objectives and benchmark information

A dillar a dollar poem (big book)

More or Less PowerPoint slides (connected to morning meeting

PowerPoint)

Small group worksheets for letter review

Buckets with objects (KLMNO)

Lesson Part Activity description / teacher does Students do

Phase 1 Phase 1: Morning Meeting Students are engaged
State Target & Activate Prior and actively
Knowledge Morning meeting starts with sharing time after participating in
a) Post the learning target students are done eating breakfast classroom discussions.
statement and indicate
whether the teacher or Morning meeting officially starts with our good
student(s) will read it aloud morning song. ‘We all greet each other with
b) Engage students in activity handshakes, high fives, hugs, or elbow
to elicit / build prior bumps’
background knowledge
Good morning Blue Bees!!

Stand up for the pledge of allegiance

-guide children to put their RIGHT hand on their
heart and to face the flag

Ask students to say this with you- “We are kind,

we are fair, Woodson critters always care”

34
 The teacher will display a heart and place the
pictures of kids who are gone in the heart,
and you will ask students to join on and sing
the “we wish you well” song.

Ask students to take a seat at their carpet

square

Talk about the days of the week

Today is ____, _____, ______

Use PowerPoint to help you-

Show the calendar and write in the number of
what day it is so ___ 27th.

Turn to the slide that says Yesterday, Today,

and Tomorrow.
Sing the days of the week together.
Place the day of the week of which best
matches the categories.

Fill in the bubble for how many days of

September there are. Ask student to raise their
hands to help you fill it in

Unfill the box of how many days of school they

have had so far.

Use the weather graph and have the students

turn to look outside to help you decide what the
weather is outside.

Play the months of the year and highlight the

month you are currently on (Sept).

Now we are talking about patterns.

Help me say this pattern. It is going to be an AB
pattern and help guide the students through the
patterns.

End the morning meeting at that spot and move

over to “math numbers”.

Praise students for helping you work through

the morning meeting and how they listened so
quietly.
35
 Phase 1 Assessment Use informal assessment when asking Students will listen and
Explain the plan to capture questions to students to see if they are participate during
data from this phase of the understanding. morning meeting.
lesson Students will be actively
engaged and answer
questions when asked.
Phase 2 Teacher Input / Inquiry Phase 2- Less/More than Students will be actively
- Explain procedures engaged and answer
- Demonstration the task The teacher will use the PowerPoint and display questions when asked.
- Teacher think aloud the slide that says, “what is one more?”

Click on the dice and it will spin for you, have

the students raise their hands to answer “what
is one more” than the number on the dice.

Write in the answer on the line using the

smartboard marker.

Click next and the next slide will be “what is one

less?” Again, have the students raise their
hands to answer, “what is one less”.

All together count by 10s to 100. Ask the

students to join with you and use your finger on
the “Lets count by 10’s to 100! Slide”.

Praise students for working so hard!!!!!

Phase 2 Assessment Quick questions- whole group Students will be actively
Explain the plan to check for The teacher will ask students to raise hands engaged and answer
understanding of steps / and answer questions regarding more/less questions when asked.
procedures demonstrated than.
in this phase

Phase 3 Guided Practice Phase 3: Daily Phonemic Awareness

- Paired/collaborative work
- Teacher(s) may roam & The teacher will read the poem “a dillar a dollar”
assist
The teacher will point out rhyming words and
ask the students why they rhyme.

The teacher will explain to students how we

start each sentence. (Capital Letter).

36
 The teacher will then go and inform students
what we end each sentence with. (Period or
form of expression).

The teacher will inform students why we space

out words and not crunch them together.
Phase 3 Assessment The teacher will state several words and ask
Explain the plan to check for students to give a thumbs up if the words rhyme
ability to apply or to give a thumbs down if they don’t.
demonstrated
steps/procedures during Use the key words.
guided practice (book, nook, ball, fall, sit, sat, big, dig)

Phase 4 Independent practice Phase 4: Letter of the Day The students will listen
- Individual student work The teacher will place 5 letters for review on the to the teacher and
board. KLMNO respond to the given
queues correctly.
The teacher will ask students to raise their
hands if they can tell the teacher what the letter
is on the board that the teacher is pointing at.

The teacher will continue to do this with all of

the letters.

The teacher will then grab tubs that have mini

objects. The objects will start with one of the
following review letters (KLMNO).

The teacher will ask students to raise hands to

determine what the object is.

The teacher will then ask the student what

sound the first letter makes.

The teacher will ask students to their hands to

help decipher what the letter sound is.
Phase 4 Assessment The teacher will call on students one at a time The students will listen
Explain plan to check for who are raising their hands quietly. to directions and raise
ability to apply hands to answer the
demonstrated teacher’s question.
steps/procedures during
independent practice

Phase 5 Restatement & Closure Phase 5: Restate learning target and explain
a) Restate learning target next directions
b) Explain a planned

37
 opportunity for students to The teacher will explain to students that we will
self-assess their be breaking into small groups of four. At each
perceived level of mastery station you will work on letter review that we
for the target. previously talked about.

The teacher will already have the paperwork

ready for students.

The teacher will assess the students learning

depending on the completion of the worksheet
and participation.

Phase 6 Summative Next Steps Phase 6: Send students off to Centers! The students will go to
Attach a class roster (first their assigned center
names only) with space to Ready, set… Go! Quiet work time starts now. and begin working
indicate for each student quietly.
the needed next steps of
instruction.
Student: More Help or Challenge
Prince Yes
Brantley Yes
Jr. Yes
Briana Yes
Breanna Yes
Schuyler Yes
Elijah Yes
Yordanos Yes
Elliot R Yes
Julie Yes
Jack Yes
Mason Yes
Mariana Yes
Bhumika Yes
Joey Yes
Elliott G Yes
Eva Yes
Zarek Yes
Madison Yes
Everly Yes

Day 3
edTPA Lesson Plan Template

38
Teacher Candidate Name: Lauren Holets
Grade & Subject Area: Kindergarten
Date for Planned Lesson:9/28/22
*Examples are given in the right hand column. When submitting your lesson
plan, you may either replace the given examples or leave them intact.
Lesson Title Morning Meeting/Reading Comprehension
MN/CC State Standard(s) 0.1.1.1
- direct quote from MN standards Demonstrate understanding of the basic features of print:
documents a. Follow words from left to right, top to bottom and page by page.
- if only focusing on one part of a b. Recognize and name all upper and lowercase letters of the
given standard, underline the part alphabet.
being focused upon c. Understand that words are separated by spaces in print.
0.1.4.1
Ask and answer questions about key details in a text, with prompting and
support.

Central Focus Students will be able to read critically to comprehend, interpret, and
- derived from standard, analyze themes and central ideas in complex literary and informational
- communicates general goal texts. Students will also be able to demonstrate knowledge of oral
language, phonological and phonemic awareness, phonics, and
morphology to read accurately and fluently.
Learning Target for this Lesson Working with their teacher and spending time practicing daily phonemic
- concisely says what students will be awareness practice, letter of the day, and following along during a read
able to know and do aloud and asking questions.
- start with appropriate language
function (active verb)
Academic Language (AL) More, Less, Rhyme
a. Domain-specific Acad vocabulary
b. General Academic vocabulary Comprehend, Interpret, analyze, inform
(words used in school across many
subject areas) What is one more than____? What is one less than____? Can you tell me
c. Syntax Sentence Frame: Example if these two words rhyme? How do we start a sentence? How do we end a
sentence that students can use sentence? What sound does this letter make?
to accomplish target N/A
d. Point in lesson where students will
be given opportunity to use
Academic Vocabulary (Note: It
is important that this appear in
TPA videotape segments
Needed modifications/supports Instruction is taught using a visual and interactive slide show.
a. Identify how some form of
additional support will be Instruction is taught using a pointer stick.
provided for some aspect of the
lesson for given student(s) Sentence frames are used.
- visual, graphic, interactive
- reduced text, rewritten text, fill-in the
Paraprofessional will be present, student chair to help student focus (less
blank notes, word banks
fidgeting).
39
 - graphic organizers, sentence frames
Whole body listening reminders and quiet reminders.

Proximity of how students are placed during the lesson.

Resources & materials needed Ex: handout on X, Graphic organizer on Z, McGraw Hill textbook chapter 4, pp. 48-52.

Lesson Part Activity description / teacher does Students do

Phase 1 Phase 1: Morning Meeting Students are engaged
State Target & Activate Prior and actively
Knowledge Morning meeting starts with sharing time after participating in
a) Post the learning target students are done eating breakfast classroom discussions.
statement and indicate whether
the teacher or student(s) will read Morning meeting officially starts with our good
it aloud morning song. ‘We all greet each other with
b) Engage students in activity to handshakes, high fives, hugs, or elbow
elicit / build prior background
bumps’
knowledge
Good morning Blue Bees!!

Stand up for the pledge of allegiance

-guide children to put their RIGHT hand on their
heart and to face the flag

Ask students to say this with you- “We are kind,

we are fair, Woodson critters always care”

The teacher will display a heart and place the

pictures of kids who are gone in the heart,
and you will ask students to join on and sing
the “we wish you well” song.

Ask students to take a seat at their carpet

square

Talk about the days of the week

Today is ____, _____, ______

Use PowerPoint to help you-

Show the calendar and write in the number of
what day it is so ___ 28th.

Turn to the slide that says Yesterday, Today,

and Tomorrow.
Sing the days of the week together.
40
 Place the day of the week of which best
matches the categories.

Fill in the bubble for how many days of

September there are. Ask student to raise their
hands to help you fill it in

Unfill the box of how many days of school they

have had so far.

Use the weather graph and have the students

turn to look outside to help you decide what the
weather is outside.

Play the months of the year and highlight the

month you are currently on (Sept).

Now we are talking about patterns.

Help me say this pattern. It is going to be an
ABC pattern and help guide the students
through the patterns.

End the morning meeting at that spot and move

over to “math numbers”.

Praise students for helping you work through

the morning meeting and how they listened so
quietly.

Phase 1 Assessment Use informal assessment when asking Students will listen and
Explain the plan to capture data questions to students to see if they are participate during
from this phase of the lesson understanding. morning meeting.
Students will be actively
engaged and answer
questions when asked.
Phase 2 Teacher Input / Inquiry Phase 2: More/Less than and Numbers Students will be actively
- Explain procedures engaged and answer
- Demonstration the task The teacher will use the PowerPoint slide and questions when asked.
- Teacher think aloud move the “candy corn numbers” in order from 1-
20 and ask the students to sing along as you
put them in order.

Turn to the next slide and click the dice and it

41
 will spin. It will tell you how many “spiders” to
place on the “cobweb”. Have the students count
with you.

The teacher will use the PowerPoint and display

the slide that says, “what is one more?”

Click on the dice and it will spin for you, have

the students raise their hands to answer “what
is one more” than the number on the dice.

Write in the answer on the line using the

smartboard marker.

Click next and the next slide will be “what is one

less?” Again, have the students raise their
hands to answer, “what is one less”.

All together count by 10s to 100. Ask the

students to join with you and use your finger on
the “Lets count by 10’s to 100! Slide”.

Praise students for working so hard!!!!!

Phase 2 Assessment Quick questions- whole group Students will be actively

Explain the plan to check for The teacher will ask students to raise hands engaged and answer
understanding of steps / and answer questions regarding more/less questions when asked.
procedures demonstrated in than.
this phase

Phase 3 Guided Practice Phase 3: Daily Phonemic Awareness

- Paired/collaborative work
- Teacher(s) may roam & assist The teacher will re-read the poem ‘A dillar a
dollar’

The teacher will ask students to turn and talk

and tell each other rhyming words that they
heard.

The teacher will ask students to raise their

hands when they know a rhyming word.

The teacher will use the poem and sound out

syllables

The teacher will ask students to join in and

‘clap’ the syllables to certain words.

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 Dill-ar, Doll-ar, schol-ar

The teacher will then review with the students

what sentences need to be complete
(Capital letter at beginning, punctuation,
spaces).
Phase 3 Assessment The teacher will state several words and ask
Explain the plan to check for students to give a thumbs up if the words rhyme
ability to apply demonstrated or to give a thumbs down if they don’t.
steps/procedures during
guided practice

Phase 4 Independent practice Phase 4: Brain Break The students will listen
- Individual student work to the teacher and
Ask students to stand up respond to the given
queues correctly.
Turn on the “shake break” video

Students will stay in their carpet square and

“shake” all of the energy out.

Then ask students to sit down after the video is

over.
Phase 4 Assessment The teacher will watch for the change of The students will listen
Explain plan to check for ability to “energy” coming from students after the brain to directions and raise
apply demonstrated break. hands to answer the
steps/procedures during teacher’s question.
independent practice

Phase 5 Restatement & Closure Phase 5: Restate learning target and explain
a) Restate learning target next directions
b) Explain a planned opportunity
for students to self-assess The teacher will explain to students that we will
their perceived level of be splitting into small groups
mastery for the target.
Ask students to look at the board to determine
what station they will be going to first.

The teacher will assess the students learning

depending on the completion of the worksheet
and participation.
Phase 6 Summative Next Steps Phase 6: Send students off to Centers! The students will go to
Attach a class roster (first names their assigned center
only) with space to indicate Ready, set… Go! Quiet work time starts now. and begin working
for each student the needed quietly.
next steps of instruction.

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 Student: More Help or Challenge
Prince Yes
Brantley Yes
Jr. Yes
Briana Yes
Breanna Yes
Schuyler Yes
Elijah Yes
Yordanos Yes
Elliot R Yes
Julie Yes
Jack Yes
Mason Yes
Mariana Yes
Bhumika Yes
Joey Yes
Elliott G Yes
Eva Yes
Zarek Yes
Madison Yes
Everly Yes

Signed Permission Slips:

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45
Videotaped Lessons:

Double Click to Play

46
 Video Self-Analysis:
Double Click to View

Appendix E Clinical Experience Evaluation

Rubric Senior Year: First Six Weeks &
Global Studies

Clinical Student’s Name: _____Lauren

Holets_____________________

Self-Assessment Form for Tuning Protocol

TIMELINESS and COLLABORATIVE

PLANNING:
Materials are prepared, ready, and appropriate
Engages in an exchange of ideas with
classmates
Develops and submits a lesson plan
Creates an organized teaching area
Gives clear, concise directions
Uses time efficiently

IMPLEMENTATION OF PLANNED LESSON:

Demonstrates knowledge of content area
Uses appropriate pacing
Constructs aligned and varied learning
opportunities in assigned edTPA Lesson Plan
format
Facilitates developmentally and culturally
appropriate relationships
Delivers hands-on, meaningful, relevant learning
experiences
Pre-teaches relevant vocabulary
Checks for understanding
Uses a variety of questioning strategies

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 Video Self-Analysis:

The lesson that I taught was during morning meeting. I think that it went very well. One thing

that I have noticed that I do is that I do not show facial expression very well. I was told that

during my meeting and from my CT that I need to look more enthusiastic and excited about the

lesson that I am teaching. In my head I think that I look and feel excited, but on the outside, I

don’t smile enough and show much expression. The other thing that could have been better is

letting the students take over. Give them a sense of a job and to help me fill out the morning

meeting, instead of doing it all by myself. Besides those two things I think that everything in my

video went better than expected for only being a student teacher.

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 Student Work
Analysis:
During my student teaching experience, my CT did many formative assessments as well as one

summative assessment. The summative assessment was computer based and was new to all

teachers this year. The teacher would point to a letter and the student would have to say which

one it is. If they got it correct, they would continue, and if the student did not get it the teacher

would tap on the letter and it would mark which ones they did not know. The other summative

assessment was letter sounds. What sounds do each letter make. The same process for the

letter names was used for the letter sounds.

The student work that I examined was ranged from a high level, middle level, and lower-level

students. These three students are not in a specific classroom category, it is based on how I

viewed the level of knowledge written on the assignment that I based each student on.

The high-level student knows what is happening throughout kindergarten. They have neat

handwriting; they know most if not all letters on the alphabet and each letter name. The high-

level student that I chose is being tested for gifted and talented.

The middle level student is exactly where they should be at when they enter kindergarten. They

know several letters and the concept of writing their name. They are aware of their

surroundings and many times these students have attended preschool.

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 The lower-level student does not understand the concept of what they are doing most times.

They are easily distracted and spaces out when being given instructions. They like to focus on

themselves and do what they think they should be doing, not what the teacher tells them to do.

Students go to school to learn, not to be put into categories to shame them for not knowing.

School is about learning, and we want all students to know the basics of the standard they are

given. Many students thrive and work at a faster pace, others need extra practice and that is

what the teacher is there to help them get. All students deserve an equal education

opportunity. As a future educator I am looking forward to making that happen.

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 Student Work:
High Middle

Lower

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 High Middle

Lower

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 High Middle

Lower

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 Data Collecting
Instruments:

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 Overall Reflection:

During my student teaching experience, I experienced what felt like an opportunity of a

lifetime. Being able to see what goes on in a classroom each day and watching students learn

each day is an incredible feeling. I truly wish more people took into consideration the work

teachers put into their day, for student success. I learned that when I graduate with my degree

and obtain my license, I will be the best teacher I could dream of being. I found my strengths

and weaknesses each day. These made me grow into a true educator at the end of my

experience. Walking into a Kindergarten classroom is the most heartfelt feeling. You are

greeted by love and compassion because they see you as a ‘hero’ in their eyes. Being an

educator is not meant to always be sunshine and rainbows. There will be days that kick your

butt and burn you out, but you get a new and fresh start each day you teach.

Student teaching was an eye opener for me. I found that patience is one thing you

either have or don’t. Fortunately, I found myself more patient than I’ve ever been. Each and

every student that I’ve come across I have wished nothing but great things and successful

endings. This tuning protocol has helped me reflect on the positives and negatives of being an

educator. I have never felt more sure of being an educator as I do now. I was grateful to attend

PTC meetings, tech meetings, lunch meetings, and one on one meetings with many educators.

Everyone that I passed or worked with at Woodson was welcoming and made me feel

comfortable during my student teaching, and for that I will be forever grateful.

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 As a future educator there were chances that I wish I took in my CT’s classroom. She

was amazing, but there were teaching techniques that I would have liked to try. While it was

her classroom, I did not take initiative and try thing’s my way as I would in my own classroom. I

think during my next placement I need to reach out of my comfort zone and use better

communication with my CT. Overall I was more than satisfied by the learning experience that I

received while student teaching. I am prepared for my future classroom and will implement and

use the tools I was given during student teaching.

If I was given the chance to go back and change anything during my experience, it would

be the expression I was using. I was nervous each time I got in front of the classroom. This was

not because of the students, but because it was not my classroom, and I did not want to

overstep my CT’s instruction. I would have done more visual and hands on materials instead of

worksheets and presentation instruction. Students seem to be more engaged when things are

hands on.

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