ADEPT Unit Work Sample (UWS)

Early Childhood Education Internship II

Katie Tessier

UWS Section I: Unit Topic and Title

Me on the Map
A. Week 1: Me on the Map- The students will be gaining a better understanding of the world
around them through maps. They will be learning about where they live and how they have a
place in this world. They will be gaining a better understanding of maps and how to read them.
This will help with leading into the study of holidays around the world. It will also help with
educating the students about their community, state, and country of where they live.
B. Week 2: Me on the Map/Homes Around the World- The next unit of study for the first
grade is Holidays around the world. This will help get a jump-start to that study of holidays
around the world by getting the students familiar with different places around the world. Through
the Me on the Map part the students will already be familiar with maps and how to read maps so
through this the students will be able to have a better understanding of where in the world they
are talking about that day. It also helps with applying the common core standard of comparing
and contrasting two things.

UWS Section II: Understanding School, Family, and Child Contexts

1. Contextual Description (NAEYC Standard 1)
District Context:
Lake Carolina Elementary School is located in Richland county school district two (RCSD2).
Based on the Richland county school district two website, this district is the largest school district in the
midlands and serves over 27,000 students in 40 different schools and centers. RCSD2 follows South
Carolina College and Career Ready Standards. The racial makeup of Richland School District Two is
59% African American, 29% White, 3% Asian, 6% Hispanic, and 3% classified as other or multi-racial.
Over the past five years, the racial makeup of the district has seen an increase of about 5% of minority
population. Approximately 46% of the students in Richland Two qualify for Free or Reduced Lunch.
This percentage has remained steady over the last five years. There are 18 elementary schools, 7 middle
schools, 4 high schools, 2 Child Development Centers, 2 Alternative Schools, 4 Stand Alone Magnet
Centers, 1 Adult Education Center, and 1 Charter High School in the RCSD2.
Lake Carolina Lower Campus is located in a suburban setting with 455 students from Pre-K
2nd grades. Of these students, 49% are white, 32% are African American, 19% are Asian, Hispanic &
Other. 18% of these students receive free and reduced lunch. There are 35 members of the certified
teaching staff at Lake Carolina, 12 of which are National Board Certified. There is a variety of ethnicities
in the work staff at LCE, including Caucasian, African American, and Latina. There is also a variety of
male and female staff members, although the staff is predominantly female.
LCE Lower is not a magnet school and has no specific focus, but is a National School of
Character and has won several Blue Ribbon awards.
Classroom Context:

In the first grade classroom where this unit will be implemented, there are no teacher aides or
regularly scheduled volunteers, but there is a list of parent volunteers who are interested in assisting in
the classroom. There are also mystery readers who come read a book each Friday to the students; they
are usually parents or direct family members of the students.
In this classroom there is easy access to a few computers for the students or teachers use, as well
as iPads that the students can use in small groups. There is a variety of math manipulatives all students
can have access to at once, along with books on various levels, magazines, and general school supplies.
Throughout the room there are poster displays of various strategies for reading, writing, and math, along
with some life skills and 7 habits for happy children.
Children and Families:
The classroom this unit will be implemented in has students from a variety of backgrounds.
There are 8 African American children, and 13 children who are white for a total of 22 children. There
are 11 boys and 12 girls in the class. Two students has an IEPs, two student consistently score below
grade level in all subjects, while a few others another students consistently score above grade level in all
subjects. Overall, the students are mostly on grade level with a few outliers, but the material that is
covered daily goes along with the team plans and the majority of the students can understand and work
with the material. Students practice reading individually every day and can successfully select books that
are a good fit for themselves. Students also practice writing daily and understand the basic parts of a
sentence and how long a writing sample should be. Further, students are gaining fluency in addition and
subtraction to ten. Students have a strong ability to participate in whole group instruction as well as small
group and individual work. Overall, the students have well-developed social-emotional skills, although
periodically using community-building activities has been shown as helpful. The families in this class
have high levels of involvement. All parents have made an effort to come to parent-teacher conferences,
or communicate with the teacher via email. Most families also complete daily signings of student
calendars to stay updated on the daily activities of their student.
2. Letter to Family (NAEYC Standard 1; ADEPT key element 10.C)
Dear Parents,
I cant believe it is already almost November and my time at Lake Carolina is nearly
finished. I am very excited to start my two weeks of independent teaching! This will take place the
weeks of November 2nd and November 9th. I have been working hard with Mrs. Lewis and the rest
of the team to come up with an interesting thematic unit to explore during my time teaching. Ive
developed lessons for the students to explore geography and community through the book: Me on
the Map! Some of the activities we will be working on will be exploring our neighborhood, state
and county through maps as well as learning new map skills.
Homework schedules will stay the same; Monday will be high frequency words, Tuesday
and Thursday is math, and Wednesday and Friday, along with the other nights, the students will
just be expected to read for twenty minutes. Please continue to send important information and
transportation changes in your students red folder daily. Or, you can email me!
In addition to all these fun activities involving maps, I have also decided to start a small
project involving Flat Stanley. You child will be receiving more information regarding this
activity in their red folders on Monday, so be on the lookout!
Thank you for all of your support and kindness over the past few weeks. I have enjoyed
spending so much time with these little gators! They truly have blown me away with how much they

have grown and learned in just two short months!

Sincerely,
Ms. Tessier
tessierk@email.sc.edu

UWS Section III: Unit Plan

Part A: Content and Unit Objectives (NAEYC Standard 4CTeaching and Learning: Content
Knowledge)
1. Teacher Content Knowledge (NAEYC Standard 4CTeaching and Learning:
Content Knowledge)
For week 1 the teacher must know how to read a map/draw a map using the appropriate map symbols
and tools. The teacher needs to have some general knowledge about the Lake Carolina community and
neighborhood for when the class talking about and draws a map of their neighborhood. The teacher needs
to have some general knowledge about Blythewood and Columbia, South Carolina. The students are not
going to know as much information about their town and city around them. The teacher needs to have
some general knowledge and facts about the state of South Carolina, the United States of America, the
continents, and planet Earth. The teacher needs to be able to help the students make connections to each
part of the world they live in for the students. They will know very little about their state, country, and
world so it is important that the teacher can effectively build their knowledge and learning about what is
around them.
For week 2 the teacher needs to have some general knowledge and facts about homes and
communities in the US, particularly the Lake Carolina community. The teacher also needs to have some
general knowledge and known facts/information about the different communities around that world that
are being studied and used to compare. It is important that the teacher uses the recourses of books and the
internet to help education the students about communities in the huge world that they live in. The students
need to know enough information to be able to compare and contrast the different communities to the one
they currently live in. The teacher needs to be able to help the students make connections and gain an
understanding about the different communities that we are studying.
2. Learning Objectives/Outcomes/Concepts (NAEYC Standard 4C; ADEPT key element
2.A)
Social Studies:
1-1.1 Identify a familiar area of the neighborhood or local community on a simple map, using the legend
and basic map symbols.
1-1.2 Compare schools and neighborhoods that are located in different settings around the world.
1-1.3 Identify various natural resources (e.g., water, animals, plants, minerals) around the world.
1-1.4 Compare the ways that people use land and natural resources in different settings around the world.
1-4.1 Illustrate different elements of community life, including typical jobs; the interdependence of
family, school, and the community; and the common methods of transportation and communication.
1-4.2 Compare the daily lives of families together in America and across the world, including the roles of
family members; typical food, clothing, and shelter; and the ways that families earn a living.
1-4.3 Identify the ways that families and communities in America and around the world cooperate and
compromise with one another in order to obtain goods and services to meet their needs and wants.
ELA:
1.1 Translate wonderings into questions that lead to group conversations, explorations, and
investigations

2.1 Engage in daily explorations of texts to make connections to personal experiences, other texts, or the
environment.
3.1 Develop a plan of action for collecting relevant information from multiple sources through play,
sensory observation, texts, websites, and conversations with adults/peers. (KWL Chart- ask students how
will we learn about maps?)
7.2 Read or listen closely to compare and contrast familiar texts and texts in author and genre studies.
12.1 Classify literary texts according to characteristics of a genre.
11.1 Explore informational text structures within texts heard or read; identify sequential order and
compare and contrast relationships.
Parts B & C: Assessment of Childrens Progress (NAEYC Standard 1)
1. Pre-assessment Plan (ADEPT key element 3.A)
To assess the students prior to beginning this unit, as a class we completed a KWL chart. On the first
day of my two weeks we completed the K section of the KWL chart, what the students know about
maps or the community around them. We talked about a KWL chart, we have done them before as a class,
and we discussed what each column stood for. I gave each student at pink sticky note and they were to fill
in one thing that they know about maps. After each child places their sticky note on the chart I shared a
few with the class. Then I gave every student in the class a blue sticky note. On this sticky note they were
supposed to fill in one thing that they had a question about or wanted to know more about maps or their
community. The students responses were very interesting for both sections on the KWL chart that we
completed, K and W. They were both very helpful when it came to deciding what I was really going
to focus some of my lessons on during this two week unit of study.
2. Pre-assessment Results (NAEYC Standard 3; ADEPT key elements 3.B, 3.C)
Students seemed to have a basic understanding of maps and stated shared a lot of things they knew
about maps during the whole group creation of the KWL chart. Students also had a lot of questions
about what they would like to know about maps. The KWL chart served as a useful tool to assess
students growth throughout the lesson and as an assessment to determine what they already knew.
Adjustments had to be made throughout the unit for review and for various events that popped up
during the scheduled times for learning. Further, students were intended to participate in a treasure
hunt as a cumulative reflection on the unit, but were unable to do to time restrictions, and various
behavior management issues. However, students were able to participate in whole group activities in
the classroom that allowed for reflection and review. Once I determined what the students already
knew and what they were interested in learning I was better able to select the material that would be
used in the rest of the lessons. I utilized a Brain Pop Jr about reading maps as review material at the
end of several of the lessons. I also was able to create a document that allowed students to give
directions using picture clues and a compass rose. Students got to use physical interaction with a
song called the Compass Shuffle which allowed them to practice their cardinal directions. Students
were successful in creating various maps of their local community areas and were able to recognize
and create keys or map legends to describe the objects/symbols in those maps as well. Students were
also able to successfully locate Lake Carolina Elementary school on a map on the computer and
recognized their school and several local streets as well.
K
1. Maps show you
places.

W
1. What are maps made of?
2. How do you know where you are

2. A map has states.

3. Maps can show
directions.
4. Maps show streets.
5. Countries are on
maps.
6. Maps use colors
sometimes.
7. Maps tell you
where you are.
8. Maps are at the
mall.
9. Some maps have
labels.

on a map?
3. How many states are in the U.S.?
4. Do all maps show states?
5. How do you look at a map?
6. Do pirates really use maps?
7. Do maps show you treasure?
8. What are shapes on maps?
9. Do maps have names?
10. What is the distance between two
cities?

What is something you can find on a map?

High- You can see places on a map and water.
Middle- States.
Low- I see states on maps.

What is a compass rose?

High- A compass rose is like a compass. What does it tell you? left and right.
Middle- You use a compass rose when doing math.
Low- A flower.

What city do we live in?

High- Lake Carolina
Middle- Columbia
Low- South Carolina

What state do we live in?

High- United States of America
Middle- Lake Carolina
Low- Lake Carolina

What can we use maps for?

High- To help you when you are lost.

Middle- To tell you where you are.

Low- To help you find states.

Where have you seen a map before?

High- At the mall.
Middle- In a book.
Low- At school.

KWL Chart from 11/2/15 Examples of student work below:

3.

On-going Assessment Plan

(NAEYC Standard 3; ADEPT key element 3.A)
Throughout my two week unit I will be assessing my students through work samples from activities
that we complete in class and interviews, mainly whole group. I have a list of all the students questions
from the KWL chart and plan to address all of them throughout the two weeks. Each time we have
identified an answer to one of the questions I will reread the question from the KWL chart and discuss the
answer with the class. This will also open up a great opportunity for whole group discussions about maps
and their community. Throughout the many activities my students complete, I will be talking with my
students during and after the activity and asking them what they were doing and why. I want to see if they
will be able to explain why they did the things they did when drawing a map of their neighborhood or
state. I want to see if my way of teaching is helping the students to have and gain an understanding of
what we are studying.

Part D: Teaching and Learning

1. Curriculum/Resources (NAEYC Standard 4C; ADEPT key element 2.B)
Treasures (ELA)
Engage New York (Math)
Me on the Map booklets (Teachers Pay Teachers)
Flat Stanley project (Teachers Pay Teachers)
2. Books
Homes Around the World: E Book from www.wegivebooks.org
School Days Around the World: E Book from www.wegivebooks.org
Flat Stanley: Book, Jeff Brown. 2009. Flat Stanley: His Original Adventure.
HarperCollins, Inc.
Me on the Map: Book, Joan Sweeny. 1996. Me on the Map. New York: Crown
Publishers.
3. Learning Environment (NAEYC Standard 4A; ADEPT key element 2.B)
Since Lake Carolina is a HET school the classrooms teachers have to follow certain guidelines
when it comes to decorating their classrooms. Every class has to have a two color theme. Using only
two colors helps with keeping the classroom from becoming distracting and overwhelming for
students but also keeps it inviting and fun. HET also requires daily agendas that are usually on the
board at the front of the classroom. The agenda in my classroom tells/shows the students everything
that we will be doing that day and when it will be happening. Because HET works with studying of
the brain it is important to have effective transitions in-between lessons and activities where the
students will have a chance to move around and get the wiggles out before moving on to the next
activity. We usually do the just dance kids brain breaks on the SmartBoard. HET also supports
students sitting at learning clubs, where their desks are placed in groups. Having students sitting at
learning clubs creates a team build environment where students will have the chance to discuss and
collaborate ideas together.

Class Schedule
8:00-8:20 News Show
8:25-9:25 Math
9:30-10:30 Daily 5
10:40-11:30 Related Arts
11:50-12:15 Lunch
12:30-1:35 Writers Workshop

1:45-2:05 Recess
2:10-2:30 Unit of Study
2:35 Pack-up and dismissal
Related Arts Schedule
Day 1: PE
Day 2: Science Lab
Day 3: Art
Day 4: Computer Lab
Day 5: Music
WLCE News Show: At this time students are coming into the classroom, unpacking their stuff, making
all of their choices for Daily 5, Reading Count, and Lunch. Once the students have completed all of the
morning procedures they are to sit on the carpet, facing the SmartBoard, and wait for the morning show to
start. While the morning show is on the students are expected to listen and pay attention to what is
happening.
Morning Meeting: At this time the teacher will run through the daily agenda on the board. She will talk
about some of the activities that will be happening throughout the day. This is also a time to talk about the
date and which related arts we will be attending. Normally we will then complete our quick 5 daily math
problems. We use this daily morning math to get our brains working and to set up the tone and
expectation for the rest of the school day.
Math: At this time we will complete our scheduled math activity and lesson for the day. Usually it is
either an Engage New York lesson or a game or activity to help the students gain a better understanding of
the current math unit topic.
B.U.I.L.D.: A form of math workshop where students work on a variety preassigned math activities.
Students groups are based on academic level.
ELA & Writers Workshop: At the time we usually complete our phonics lesson and activity and our
ELA lesson and activity. This usually leads into or connects with what we are doing for writers workshop
that day. All of the activities in this time block usually flow and work together.
Recess: At this time we go to recess on the big playground with three other first grade classes.
Lunch: At this time we go to lunch. We are the fourth first grade class to go to lunch out of seven. The
students eat in the lunchroom and the teachers usually eat in the office conference room.
Related Arts: At this time the students get a chance to go to related arts. This is when the first grade
teachers also have their planning time. The different related arts that they students attend each week are:
Music, Art, PE, Science Lab, and Computer Lab.
Daily 5: At this time the students get to complete their Daily 5 rotations that they pick first thing in the
morning. This is also a time for reading counts test to be taken, media center book exchanges are made,
and a time for the teacher to meet with about three different small groups of students (the groups are
based on their reading levels). The Daily 5 rotations that the students can participate in are: Listen to
reading, Read to self, Work on words, Work on Writing, or Meet with the teacher.
Social Studies/Science: At this time we usually finish up the social studies lesson that we have not
finished earlier that day or complete a social studies activity/lesson. This is the time during my two weeks
where we would have group discussions about what we learned that day about maps and allow them to
finish their own maps in their Me on the Map booklets.
Dismissal: At this time we have the students pack up their stuff. We pass out their green folders, talk
about homework, and have them straighten their desk and area around them. Dismissal at Lake Carolina
is always silent when walking down the halls.
4. Learning Experiences (NAEYC Standard 4B; ADEPT key element 2.B)
Me on the Map- Writing Prompt: (1.1 Translate wonderings into questions that lead to group
conversations, explorations, and investigations. 2.1 Engage in daily explorations of texts to make

connections to personal experiences, other texts, or the environment.) The students will be given the
prompt If I could travel anywhere in the world, I would travel to... The students will be instructed to
write at least five sentences in their best handwriting. This writing activity is linked to the unit Me on the
Map that weve been studying. I will get the students to think back to places theyve traveled and reflect
on what they did when they were there and why they liked it so much. I will encourage the students to use
as much detail as possible in their writing.
KWL Chart: (1.1 Translate wonderings into questions that lead to group conversations, explorations,
and investigations. 2.1 Engage in daily explorations of texts to make connections to personal experiences,
other texts, or the environment. 1-1.1 Identify a familiar area of the neighborhood or local community on
a simple map, using the legend and basic map symbols.) Students will create individual KWL charts after
a whole group discussion based on what they already know about maps and what they would like to know
about maps. This will drive the learning experiences for the rest of the thematic unit.
Compare and Contrast Schools Around The World: (1-1.2 Compare schools and neighborhoods that are
located in different settings around the world. 1-4.1 Illustrate different elements of community life,
including typical jobs; the interdependence of family, school, and the community; and the common
methods of transportation and communication. 1-4.2 Compare the daily lives of families together in
America and across the world, including the roles of family members; typical food, clothing, and shelter;
and the ways that families earn a living. 2.1 Engage in daily explorations of texts to make connections to
personal experiences, other texts, or the environment.) Students will learn about schools in various
countries through picture explorations and whole group discussion to create a venn diagram outlining the
difference and similarities between the schools around the world and Lake Carolina. The students will
then complete a writing prompt about what they would do if they went to the school they learned about or
if a new student came to Lake Carolina.
Me On The Map- Booklet: (2.1 Engage in daily explorations of texts to make connections to personal
experiences, other texts, or the environment.) Students will research and identify differences and
similarities in schools located around the world in relation to their home countrys schools, or Lake
Carolina specifically.)
5. Two Week Plan and Lesson/Activity Plans (NAEYC Standard 1; NAEYC 4D; ADEPT
key element 2.B)

Week 1: November 2nd-6th

Monday
Math
Engage NY
Lesson 29 Module
1
Topic G:
Subtraction as an
Unknown Addend
Problem TG:
pp1.G.26-35
Fluency Practice:
Happy Counting
by Twos (with a

Tuesday
Math
Engage NY
Lesson 30 Module
1
Topic H:
Subtraction Word
Problems
TG: pp1.H.3-14
Fluency Practice:
Beep Counting by
Ones
Cold Call: 1 Less

Wednesday
Math
Engage NY
Lesson 31 Module
1
Topic H:
Subtraction Word
Problems
TG: pp1.H.15-24
Fluency Practice:
Stand on Even
Numbers
Cold Call: 2 Less

Thursday
Math
Engage NY
Lesson 32 Module
1
Topic H:
Subtraction Word
Problems
TG: pp1.H.25-34
Fluency Practice:
Happy Counting
by Tens (with a
partner)

Friday
Math
Engage NY
Lesson 33
Module 1
Topic H:
Subtraction Word
Problems
TG: pp1.H.35-44
Fluency
Practice:
Beep Counting
by Tens

partner)
Number Bond Roll
Number Sentence
Swap
Application
Problem* TG
1.G.27
Concept
Development* TG
1.G.27-30
Students count on
using the number
path to find an
unknown part.
Materials: 2
projected or
charted number
paths, personal
white boards with
number path
template
*See SmartBoard
file Module 1
Lesson 27

Sprint: 1 Less
Application
Problem* TG
1.H.4
Concept
Development* TG
1.H.4-6
Students solve
take from with
result unknown
math stories with
math drawings,
true number
sentences, and
statements, using
horizontal marks
to cross off what is
taken away.
Materials: personal
white board
*See SmartBoard
file Module 1
Lesson 28

Subtraction with
Cards (work in
pairs)
Application
Problem* TG
1.H.16
Concept
Development* TG
1.H.16-18
Students solve
take apart with
addend unknown
math stories with
math drawings,
equations, and
statements,
circling the known
part to find the
unknown.
Materials: personal
white board

Daily 5 Unit 2
Week 4
Focus Lesson 1
Phonemic
Awareness:
Digraph ch ,tch
SmartBoard
Phonics/ Build
Fluency: Identify
words with ch, tch.
Phonics/Spelling:
Use letter-sound
patterns to spell
words with ch/tch.

Daily 5
Focus Lesson 1
Phonemic
Awareness:
Digraph ch, tch
SmartBoard
Phonics/ Build
Fluency: Identify
words with ch/tch.
Phonics/Spelling:
Use letter-sound
patterns to spell
words with ch, tch.

Daily 5
Focus Lesson 1
Phonemic
Awareness:
Digraph ch, tch
SmartBoard
Phonics/ Build
Fluency: Identify
words with ch, tch
Phonics/Spelling:
Use letter-sound
patterns to spell
words with ch, tch.

Math Hands Flash:

Partners to 10
Number Bond
Dash:10
Application
Problem* TG
1.H.26
Concept
Development* TG
1.H.26-28
Students solve add
to with change
unknown math
stories with
drawings, relating
addition and
subtraction.
Materials: books
of different sizes,
personal white
boards with the
number bond and
number sentence
frames, yellow
colored pencil or
highlighter for the
Problem Set
*See SmartBoard
file Module 1
Lesson 30
Daily 5
Focus Lesson 1
Phonemic
Awareness:
Digraph ch, tch
SmartBoard
Phonics/ Build
Fluency: Identify
words with ch, tch
Phonics/Spelling:
Use letter-sound
patterns to spell
words with ch, tch.
Diagraph Kahoot

Penny Drop:
Count on from 10
Number Bond
Dash: 10
Application
Problem* TG
1.H.36
Concept
Development*
TG 1.H.36-38
Students solve
take from with
change unknown
math stories with
drawing.
Materials: books
of different sizes,
personal white
board, yellow
colored pencil for
Problem Set
*See
SmartBoard file
Module 1 Lesson
31

Daily 5 Unit 2
Week 4
Focus Lesson 1
Phonemic
Awareness: long
a spelled a_e
SmartBoard
Phonics/ Build
Fluency: Identify
words with long a
spelled a_e .
Phonics/Spelling
: Use lettersound patterns to

First Rotation:
(independent
practice)
Focus Lesson 2:
TSW read Past
Present and
Future on Big
Universe. TSW
complete a past
and present sort
and a Then and
Now page.
Second Rotation:
(independent
practice)
Focus Lesson 3
Writing: TSW
Identify the main
idea and key
details using the
SUTW model.
High Frequency
Words: new,
every, after, into,
as

First Rotation:
(independent
practice)

First Rotation:
(independent
practice)

First Rotation:
(independent
practice)

spell words with

long a spelled
a_e.

Focus Lesson 2 :
TSW read Long
Ago and Today on
Big Universe to
identify the main
topic and retell key
details of a text.

Focus Lesson 2
Comprehension
strategy: TSW
read My
Community Long
Ago on Big
Universe to
identify the main
topic.

Focus Lesson 2
Comprehension
strategy: TSW
read My
Community Long
Ago on Big
Universe to
identify the main
topic and retell key
details of a text.

First Rotation:
(independent
practice)

Second Rotation:
(independent
practice)
Focus Lesson 3
Writing: TSW
Identify the main
idea and key
details using the
SUTW model.
High Frequency
Words: new,
every, after, into,
as
Third Rotation:
independent
practice

Third Rotation:
independent
practice

Second Rotation:
(independent
practice)
Focus Lesson 3
Writing: TSW
Identify the main
idea and key
details using the
SUTW model.
High Frequency
Words: new,
every, after, into,
as
Third Rotation:
independent
practice

Second Rotation:
(independent
practice)
Focus Lesson 3
Writing: TSW
Identify the main
idea and key
details using the
SUTW model.
High Frequency
Words: new,
every, after, into,
as
Third Rotation:
independent
practice

Focus Lesson 2:
TSW complete
KWL chart to ask
and answer key
details in a text
about the first
settlers. TSW
read My Life as
an Early Settler
on Big Universe.
Second
Rotation:
(independent
practice)
Focus Lesson 3
Writing: TSW
Identify the main
idea and key
details using the
SUTW model.
High Frequency
Words: soon,
there, your, so,
went
Third Rotation:
(independent
practice)
(independent
practice)

Social Studies/
Science Unit of

Social Studies/
Science Unit of

Social Studies/
Science Unit of

Social Studies/
Science Unit of

Social Studies/
Science Unit of

Study
TTW introduce
Maps by showing
a BrainpopJr.
http://www.brainp
opjr.com/socialstu
dies/geography/rea
dingmaps/

Study
Me on the Map
Teacher will read
Me on the Map.
Students will draw
a map of his/her
room.

Study
Me on the Map
Teacher will
reread Me on the
Map. Students will
draw a map of
his/her home.

*Begin reading
Flat Stanley: His
Original
Adventure and
discuss the
adventure that
their Stanleys will
be taking.

*Continue reading
Flat Stanley: His
Original
Adventure

Study
Me on the Map
The class will go
the different places
that they belong
to: my school, my
city, my state, my
country, my
world.

Study
TTW introduce
Maps by showing
a BrainpopJr.
http://www.brain
popjr.com/socials
tudies/geography/
readingmaps/

Students will
create a flipbook
identifying each.
Students will
share with their
learning clubs.
*Continue reading
Flat Stanley: His
Original
Adventure

Week 2: November 9th-13th

Monday
Math
Engage NY
Lesson 35 Module
1
Topic H:
Subtraction Word
Problems
TG: pp1.H.45 - 54
Fluency Practice:
Happy Counting
the Say Ten Way
5-Group Match:
Partners to 10
Number Sentence
Swap
Application
Problem* TG
1.H.46

Tuesday
Math
Engage NY
Lesson 36 Module
1
Topic I:
Decomposition
Strategies for
Subtraction
TG: pp1.I.1-14
Fluency Practice:
Rekenrek
Counting within
20
Sprint: Addition
1 Less, 0 Less
Application
Problem* TG
1.I.4

Wednesday
Math
Engage NY
Lesson 37 Module
1
Topic I:
Decomposition
Strategies for
Subtraction
TG: pp1.I.15-25
Fluency Practice:
1 Less, 2 Less
Sprint: n - 0 and n
-1
Application
Problem* TG
1.I.15
Concept
Development* TG

Thursday
Math
Engage NY
Lesson 38 Module
1
Topic I:
Decomposition
Strategies for
Subtraction
TG: pp1.I.26-37
Fluency Practice:
Cold Call
Sprint: n - n, n - (n
- 1)
Speed Writing
Application
Problem* TG
1.I.27
Concept

Friday
Math
Engage NY
Lesson 39
Module 1
Topic I:

*See
SmartBoard file
Module 1 Lesson
36

Concept
Development* TG
1.H.46-48
Students solve put
together/take
apart with addend
unknown math
stories.
Materials: 10
white linking
cubes, personal
white board
*See SmartBoard
file
Module 1 Lesson
32

1.I.16-18
Students model nn and n - (n-1)
pictorially and as
subtraction
sentences.
Materials: number
bracelet of 10, 5
red, 5 white, white
board or easel,
personal white
board
*See SmartBoard
file
Module 1 Lesson
34

Development* TG
1.I.27-30
Students relate
subtraction facts
involving fives
and doubles to
corresponding
decompositions.
Materials: number
bracelet of 10, 5
red, 5 white,
personal white
board
*See SmartBoard
file
Module 1 Lesson
35

Daily 5
Focus Lesson 1
Phonemic
Awareness: long a
spelled a_e
SmartBoard
Phonics/ Build
Fluency: Identify
words with long a
spelled a_e .
Phonics/Spelling:
Use letter-sound
patterns to spell
words with long a
spelled a_e.

Concept
Development* TG
1.I.4-6
Students model 0
less and 1 less
pictorially and as
subtraction
number sentences.
Materials: number
bracelet of 10, 5
red, 5 white, white
board or easel,
personal white
board
*See SmartBoard
file
Module 1 Lesson
33
Daily 5
Focus Lesson 1
Phonemic
Awareness: long a
spelled a_e
SmartBoard
Phonics/ Build
Fluency: Identify
words with long a
spelled a_e .
Phonics/Spelling:
Use letter-sound
patterns to spell
words with long a
spelled a_e.

Daily 5
Focus Lesson 1
Phonemic
Awareness: long a
spelled a_e
SmartBoard
Phonics/ Build
Fluency: Identify
words with long a
spelled a_e
Phonics/Spelling:
Use letter-sound
patterns to spell
words with long a
spelled a_e .

Daily 5
Focus Lesson 1
Phonemic
Awareness: long a
spelled a_e
SmartBoard
Phonics/ Build
Fluency: Identify
words with long a
spelled a_e
Phonics/Spelling:
Use letter-sound
patterns to spell
words with long a
spelled a_e .

First Rotation:
(independent
practice)

First Rotation:
(independent
practice)

First Rotation:
(independent
practice)

First Rotation:
(independent
practice)

Focus Lesson 2:
TSW view a PPT
Lets Learn about
Veterans to answer
key details in a
text. (When, Why,

Focus Lesson 2:
TSW view a PPT
Lets Learn about
Veterans to answer
key details in a
text. (When, Why,

Focus Lesson 2
Comprehension
strategy: TSW
view a PPT and
take a virtual
tour on scholastic

Focus Lesson 2
Comprehension
strategy: TSW
read Thanksgiving
on Bookflix to
retell key details of

and What)

and What)

Second Rotation:
(independent
practice)

Second Rotation:
(independent
practice)

Focus Lesson 3
Writing: TSW
Identify the main
idea and key
details using the
SUTW model.
High Frequency
Words: soon,
there, your, so,
went

Focus Lesson 3
Writing: TSW
Identify the main
idea and key
details using the
SUTW model.
High Frequency
Words: soon,
there, your, so,
went

Third Rotation:
(independent
practice)

Third Rotation:
(independent
practice)

.com to answer
questions about
key details on
Pilgrims. (Where,
Why)
Second Rotation:
(independent
practice)
Focus Lesson 3
Writing: TSW
Identify the main
idea and key
details using the
SUTW model.
High Frequency
Words: soon,
there, your, so,
went
Third Rotation:
independent
practice

Social Studies/
Science Unit of
Study
Me on the Map
Teacher will read
Me on the Map.
Students will draw
a map of his/her
room.
*Begin reading
Flat Stanley: His
Original
Adventure and
discuss the
adventure that
their Stanleys will
be taking.

Social Studies/
Science Unit of
Study
Teacher will
reread Me on the
Map. Students will
draw a map of
his/her home.
*Continue reading
Flat Stanley: His
Original
Adventure

Social Studies/
Science Unit of
Study
Me on the Map
Teacher will
reread Me on the
Map. Students will
draw a map of
his/her
neighborhood.
*Continue reading
Flat Stanley: His
Original
Adventure

a text using order

words, First, Next,
Then, Last.
Second Rotation:
(independent
practice)
Focus Lesson 3
Writing: TSW
Identify the main
idea and key
details using the
SUTW model.
High Frequency
Words: soon,
there, your, so,
went
Third Rotation:
(independent
practice)

Social Studies/
Science Unit of
Study
Me on the Map
Teacher will reread
Me on the Map.
Students will draw
a map of his/her
neighborhood.
*Continue reading
Flat Stanley: His
Original
Adventure

Homework: (the same every week)

Monday: ELA

Tuesday: Math
Wednesday: Read
Thursday: Math
Friday: READ, READ, READ!
Technology: Purple Bold
Non-Fiction: Yellow Highlight
HET: Blue
Formative Assessment: Green Highlight

Me on the Map- ELA

Date of the Lesson:
11/2/15

Domain/Curricular Structure:
ELA (Grade 1)

Goal/Concepts to be explored:
I want the students to be able to:
Be able to use prior knowledge on writing to answer a given prompt.

Objectives/Indicators:
1.1 Translate wonderings into questions that lead to group conversations, explorations, and
investigations.
2.1 Engage in daily explorations of texts to make connections to personal experiences, other texts, or the
environment.

Content/Rationale:
We work daily on our writing. For the most part, the students are capable of writing small paragraphs. I
will encourage the students to push themselves and do their personal best to complete at least five
sentences on this assignment. Weve also been focusing on details that authors give in their books and
pointing them out. Theyve been working to incorporate details in their own individual writing. I feel that
the students have enough prior knowledge on details and will be capable of incorporating them into their
writing to develop the requested five sentences.

Professional Resources:
Me on the Map by Joan Sweeney
Me on the Map writing prompt (Teachers Pay Teachers)
Materials:

Pencils
Crayons
SmartBoard (to show prompt)
Me on the Map writing prompt sheet

Procedures:
TWS: Boys and girls, meet me at the SmartBoard carpet.
TWS: Who can tell me what weve been working on the last couple of days?
Students should answer with maps.
TWS: Weve talked about maps, weve created our own maps of our rooms,
home, neighborhood, and state and now we are going to expand a little with maps.
Instead of making another map we are going to write about a place somewhere on the
map. I want you to close your and think about a place youd love to visit. Does everyone
have a place in mind? Now, I want you to turn to the person to the right of you and
whisper your place to that person. Once youve both shared, look back at me so I know
youre ready.
TWS: For the writing activity we are going to be answering a prompt. A prompt is
when you are given a topic to write about instead of coming up with one on your own.
The prompt for this activity is If I could travel anywhere in the world, I would travel
to I am going to tell you about my place. I would love to travel back to Key West. Ive
gone three times and its my favorite place ever! Some things I like about Key West are
the water is so clear, you get to walk around to everything you want to go to while youre
there, and I love taking the catamarans around the ocean!
TWS: Did you notice all the information I just shared with you about why I
wanted to travel to Key West? I gave you a lot of details, didnt I? When youre writing
your paper I want you to include a lot of details. I want everyone to write at least a
paragraph with five sentences. You can do more if you have time, but I need to see at
least five. Before we go back to our desks and get started, lets go over a few important
things we know a sentence needs. What do all sentences have?
Students should say, capital letters and punctuation (might say period, question
mark, or exclamation mark).
TWS: Now we are going to go back to our desk and get started.
Students will go back to their desks and begin working.
TWS: Notice that there isnt a lot of room to write. Make sure youre writing in
your best handwriting and not very big so you have enough room for your five sentences.
I will give students time to complete the activity.
TWS: When you feel like youve done your best work, raise your hand and I will
come check it and take it up. Once youve turned yours in, get out a book and go into
read to self.

Differentiated Teaching Strategies:

While some students are capable of writing a page with no problem, others have trouble producing
multiple sentences. For this activity, I have asked the students to write at least five sentences. For the
students that have trouble staying on tasks, I will be walking around to monitor that they are working and
staying on task.

Assessment:
I will check the students work as I am walking around, I will also have the students turn this in to go over
further. I will look to make sure each paper has at least five sentences, capital letters at the beginning of
sentences, and punctuation at the end. These will be sent home in the students folders for parents to see.

KWL Chart ELA

Date of the Lesson:
November 2, 2015

Domain/Curricular Structure:
ELA (Grade 1)

Goal/Concepts to be explored:
Students will identify and write facts about maps and their communities. Students will translate
wonderings about maps into questions about what they want to know about maps.

Objectives/Indicators:
1.1 Translate wonderings into questions that lead to group conversations, explorations, and
investigations.
2.1 Engage in daily explorations of texts to make connections to personal experiences, other texts, or the
environment.
1-1.1 Identify a familiar area of the neighborhood or local community on a simple map, using the legend
and basic map symbols.

Content/Rationale:
Students have successfully completed KWL charts during previous learning experiences.
Students have shown that they are unsure about maps and community information, along with
geography of local areas through informal questions from the teacher throughout various lessons
during the year, so this material will allow the teachers and students to see what they already
know about maps and where they need to be in order to fully understand them. The material will
be relevant to all students as the students all live in the same general area of Lake Carolina and
all attend the same school, so the geography is the same for all the students in the class.
Professional Resources:
Materials:

Pencils
Smartboard
KWL Chart Worksheet (enough for the class)
Reading Journal

Procedures:
Students will be called to the carpet for whole group instruction.
Teacher will put a slide of a KWL Chart up on the Smartboard.
Teacher will introduce the unit by informing students that they will be learning about
maps and communities over the next two weeks.
Teacher will ask, what do you already know about maps and communities?
Students will be allowed to answer via simultaneous response.

 Teacher will type one fact she knows about maps: Maps help me know where to find
places
Teacher then will have students work in small groups to come up with a few facts they
know about maps.
Teacher will write each small groups fact on the smartboard.
Teacher will repeat those steps regarding what the students want to know as well.
o write what the teacher wants to know
o puts students in small groups to come up with ideas
o small groups share their ideas and they get written on the board.
Once both the know and want to know sections are completed on the smartboard students
will return to their learning clubs to write their own KWL chart using the information on the
screen.
Teacher will use this information to design or alter the learning experiences for the rest of
the unit.

Differentiated Teaching Strategies:

Students are able to participate in a variety of ways, such as whole group discussion, small group
interaction, and individual work. Students are able to see how their questions should be written, vocalize
their ideas, and practice basic handwriting in their reading journals. Students will be expected to work to
their personal best, and the teacher will push students individually to reach that.

Assessment:
Students will be assessed based on the accuracy of their know facts, and ability to iterate what they are
interested in knowing about maps. This is an informal lesson and assessment that mostly allows students
to become comfortable with a new topic of study and allows for a clear direction for future learning
experiences.

Compare and Contrast Schools Around The World (SS)

Date of the Lesson:
11/4/15

Domain/Curricular Structure:
Social Studies (Grade 1)

Goal/Concepts to be explored:
Students will research and identify differences and similarities in schools located around the world in
relation to their home countrys schools, or Lake Carolina specifically.

Objectives/Indicators:
2.1 Engage in daily explorations of texts to make connections to personal experiences, other texts, or the
environment.
1-4.1 Illustrate different elements of community life, including typical jobs; the interdependence of
family, school, and the community; and the common methods of transportation and communication.
1-4.2 Compare the daily lives of families together in America and across the world, including the roles of
family members; typical food, clothing, and shelter; and the ways that families earn a living.

1-1.2 Compare schools and neighborhoods that are located in different settings around the world.

Content/Rationale:
Students are ready for this material as they have begun explorations of various schools through the lesson
of Flat Stanley. Students are aware of the various differences in communities around the world but will
be able to look deeper through this lesson. Students will create a venn diagram that shows similarities
and differences between Lake Carolina Elementary and the surrounding community and compare this
with a school and the surrounding community in Africa.

Professional Resources:
N/A

Materials:

SmartBoard
Pictures from Africa
Worksheet with writing prompt

Procedures:
Students will meet on the carpet for whole group instruction.
Teacher will introduce unit by asking the students if they have ever gone to
another school.
Teacher will expand by asking if students have ever been to another school and
what those schools did differently than Lake Carolina.
Students will have time to share information regarding other schools.
Teacher will then say that there are schools all over the world and give the
example of the school of study in Africa.
Teacher will share that the students at the African school do many things similarly
and differently than Lake Carolina.
Teacher will share a slideshow of pictures from the African school and the
surrounding communities and allow for discussion of the similarities and differences of
the activities the students participate in.
Teacher will create a venn diagram outlining these similarities and differences as
the students share them on the SmartBoard.
After the compare and contrast activity is completed on the smartboard, the
teacher will instruct the students they will have a writing prompt.
Teacher will place the worksheet prompt on the board. If I were a student in
Africa my favorite part about school would be and If a student from Africa came to
Lake Carolina I would show them
Teacher will explain that students will write a response to both of the prompts on
the board and write about one of the new things they learned about students in Africa.
Students will be dismissed to their learning clubs to complete the writing prompt.
When students are finished (about 15-20 minutes) they will turn their papers in to
the teacher and return to the mat for a brain break.

Differentiated Teaching Strategies:

Students are encouraged to complete 7-up sentences where they write sentences that consist of at least 7
words. Students are also encouraged to write at least 5 sentences per response. Teacher will assess
students individually based on their own level of writing and urge students to work to their personal best.

Assessment:
Students will be assessed informally based on their ability to write responses relevant to the lessons
material and participate in the whole group discussion. Teacher will collect worksheets and use the
information the students write and their whole group responses to determine future lessons and material to
cover.

Me On The Map Booklet (SS)

Date of the Lesson:
11/2/15-11/10/15

Domain/Curricular Structure:
Social Studies (Grade 1)

Goal/Concepts to be explored:
Students will research and identify differences and similarities in schools located around the world in
relation to their home countrys schools, or Lake Carolina specifically.

Objectives/Indicators:
2.1 Engage in daily explorations of texts to make connections to personal experiences, other texts, or the
environment.

Content/Rationale:
This lesson is developmentally appropriate for this class because it follows the social studies South
Carolina state standards outlined for first grade students. This lesson is also developmentally appropriate
because the students in this class are beginning their Me on the Map unit this week. The students will be
learning about maps, how to use maps, places around the world and their own community. This lesson
will assist in teaching the students about maps and their own personal relation to the topic (map of
bedroom, classroom, neighborhood, home, etc.). We will be doing a read aloud of the book Me on the
Map, which is also developmentally appropriate as the students participate in a read aloud each day.
Professional Resources:
Me on the Map By: Joan Sweeney
Materials:

Pencils
Me on the Map By: Joan Sweeney
My map booklet
Crayons

Procedures:
1.
First, the students will gather to the carpet
for a read aloud of Me on the Map By: Joan Sweeney. The class will begin by discussing
maps, observing the map of the world, and discussing how everybody has their own place
on the map.
2.
I will begin reading me on the map and
pause on each page to discuss the map of a bedroom, house, and street. We will discuss
the purpose of these maps and how they instruct the reader on how to get around each
place.
3.
We will read the page about This is my
town. I will talk to the students about their town and the different places and things that
make up their town. If they look at a map of their town what would they see?
4.
Read this is my state. I will ask the
students what state we live in. I will then explain to the students where there town in
relation to the state map.
5.
I will read on the the country page. I will
explain to the students that we live in the united states and point it out on the map. I will
explain to them the relation on the states to the country, and how the country is made up
of all of the states. I will point out South Carolina on the map.
6.
I will continue reading and show the
students the earth, and if you look closer on the earth you can see that is is made up of
countries. We will discuss the country we live in. I will talk to the students about how if
you look at the earth you will find a map of the countries. If you look at our country you
will find our state. If you look at the map of our state you will find our town. We will
discuss that when we look at the map of our town we can find our street and our house.
In our house we find our room.
7.
We will continue to discuss how every
person has their own special place on a map, with their own rooms, houses, streets,
towns, and in countries all over the world. We will discuss different places around the
world.
8.
I will then introduce the map booklet. As a
class, we will discuss each page and what is expected of them (pages 1-5).
9.
I will ask if every student understands and
then send them back to their learning clubs, one table at a time.
Differentiated Teaching Strategies:
During this lesson, students will be showing they can use maps and make maps of their house. They will
also be showing our state and identifying our community and town. This differentiates teaching strategies
Assessment:
Students will be informally assessed as the teacher listens and observes simultaneous response during the
lesson for their understanding of maps and the difference between home, community town, state, country,
etc. The students will then be assessed in their map books by their drawings of each map to the
corresponding type of map (bedroom, state, neighborhood, etc.) Teachers will look for their
understanding of their state, neighborhood, home, room, etc. in the map booklets.

UWS Section IV: Analysis of Childrens Learning

(NAEYC Standard 3; ADEPT key element 3.C)
1. Whole Class Analysis
Overall, the class was able to successfully remember the different directions of a compass rose
and were able to recognize their community on a map. The students who were able to read could read the
street name of Kelly Mill Road and know that Lake Carolina was on that road. Students were able to
create maps of local areas and familiar places, such as their house, room and neighborhood. Students
could also create and label symbols on a map using a legend. Students also were able to use cardinal
directions to give directions to various places on a map verbally and by using picture clues.
Students had difficulty understanding what a map legend was and how it worked towards the
beginning of the unit, but after looking at various maps and creating their own maps with legends on them
they seemed to have a stronger grasp of the concept. Further, students also had difficulty understanding
the distances on maps were drawn to scale. Although this is not a first grade standard I felt it should be
mentioned in the unit since the students were interacting with material that showed them different
countries on a map and I wanted to emphasize the distance between places. From the beginning to the
end of the unit the students had a stronger grasp of how maps are drawn to scale, but I did not go into
depth about how an inch may represent thousands or hundreds of miles.
Learned in KWL Chart Responses as whole group (see individual work above in pre-assessment)
L
1.
2.
3.
4.
5.
6.
7.
8.
9.
west.

Maps have different colors.

Maps can be made out of paper.
The first maps were made out of dirt.
Maps have legends.
Legends use symbols.
Maps can tell you where to go.
Maps can show different things.
Maps have a compass rose.
There are four directions: north, south, east, and

10. The United States has a lot of states.

2. Analysis of at least three individual children
Throughout my two weeks I took notes on some of the responses the students gave during group and
individual discussions. I also used the same questions from my pre-assessment questionnaire but assessed
three different students. I was excited to see the progress that all of the students in my class made of the
two weeks. I had individual interviews with three different students to see what their final knowledge was
of maps and the world around them.
Student

What is
something
you can find
or see on a
map?

What is a
compass
rose?

What city
do we live
in?

What
state do
we live
in?

What can we
use maps for?

Student 1 Legend,
symbols, and
a compass
rose.

It gives you directions like

North, South, East and
West.

Columbia

South
Carolina

To get directions
to different
places.

Student 2 Different
countries and
your house or
street.

It shows never eat soggy

waffles for North, South,
East and West so you can
use directions.

Blythewood

South
Carolina

To find a
different city or
country.

Student 3 Places around

the world and
a legend.

It is on a map to show
which way you are going.

Columbia

South
Carolina

To see how far

away different
places are.

3. Describe how childrens progress is recorded (e.g., grade book, computer program) and with
whom (e.g., child, parents, other professionals) and how these results are shared (e.g., report card,
notes home, conference).
As a whole, children do not receive grades for their materials, they receive letters of
Not Met (NM), Making Progress (MP), and Met (M) in each area on their report cards. Also
formal assessments are not taken for Social Studies or Science. However, teachers do record the
students progress and hold on to important work samples to show parents during conferences. Math
and ELA is recorded on a report card using the same ratings, NM, MP, and M, which is gathered from
rubrics and short assessments given by the teacher.
For this unit, childrens progress is recorded through anecdotal records and worksheets. This
information is shared with the teachers who work directly with the students, such as a coaching
teacher and TIER II or IEP instructional teams and the childrens parents. Only individual
information is shared, no classroom averages are taken. These reports are shared verbally or in
conferences with instructional team members and coaching teachers, and through notes home, report
cards, and conferences with parents or other relevant family members.

Flat Stanley Student Work Sample - 11/10

Cumulative Flat Stanley project 11/13

If I could travel anywhere...NYC Student work sample 11/12

Student work samples of their Me on the Map booklets, 11/3-11/13

UWS Section V: Reflection and Self-Assessment

(NAEYC Standard 5; ADEPT key element 3.B, 2.C, 10.E)
Throughout my student teaching experience I was learning every single time I stepped in front of
the students. Each day was a learning experience which allowed me to reflect on various teaching
strategies. I truly see the importance of flexibility in the classroom, especially as the teacher, and was
able to practice being flexible and monitoring student learning throughout various material. I have learned
that my teaching is successful based off of student learning, but I have also learned that I will need to
practice being able to teach material and not have to consistently reinforce classroom procedures so that I
have more time to walk around and monitor student understanding. Self-reflection is also key in being
able to teach successfully.
One activity that stood out was using music to learn about cardinal directions. Students were
very excited to practice a dance that allowed them to use physical interaction with the movement.
Another style that worked was simply being silly. Students in first grade, at least in this class, thoroughly
enjoyed being goofy and when we used the memorization tool of Never Eat Soggy Waffles to
remember North, South, East, and West, the students did not forget the information throughout the entire
unit.
A few times, students would become confused regarding math instruction. In times such as that I
would make sure to make a note of the individual students who struggled in addition to teaching the
material in another way and attempting to recognize and praise the variety of strategies students were
using in addition to the main strategy taught for that lesson. When students struggled I was able to assist
them at later times in the day, or would make a note of the information they were struggling with to assist
them during a small group in B.U.I.L.D. Further, if the whole class seemed to be struggling with a
concept I would attempt to explain the material in another way. Many times, it is not the material that is
too difficult, but the description of the steps to get there that may be confusing.
In the future I now know that teaching is a practice that requires a lot of patience, flexibility, and
time. If I were to teach any of this unit again I would spend more time planning and organizing that the
material is laid out in a time-managed way so more information could be covered and a larger variety of
activities could be incorporated. A lot of the information that was taught was taught in a whole group or
individual setting, whereas I think students work well in small-groups using hands-on activities as well.
Further, I would like to incorporate an activity that allows for a cumulative assessment or activity such as
a treasure map/treasure hunt where the children get to use all of the map skills they learned throughout the
unit in one activity. Finally, to better meet the needs of all my students I would have closely monitored or
collected work from the students who struggle with various subjects in school the day before the unit
would be implemented to better find material that fits their needs. I would also incorporate more time for
B.U.I.L.D. and other small group activities similar to B.U.I.L.D. where small groups get to work with the
teacher while other students are working individually around the room on relevant tasks to better meet the
needs of all children.