allisondockter.weebly.com · Web viewDuring my student teaching experience, my goal is to develop effective classroom management. I will develop my own procedures and expectations

Northern State University Student Teaching Experience

Teacher Work SampleFall 2017

Candidate Name: Allison Dockter

Candidate Website Address: Allisondockter.weebly.com

Candidate ID Number:

Name of School where data was collected:

Subject/Content Area: General Curriculum (Math, ELA, Science)

Grade Level: 2nd Grade

Date Submitted: November 3, 2017

I understand that obtaining, or attempting to obtain, a passing grade on a TWS by falsification or misrepresentation may result in a failing grade in a course or expulsion from the teacher education program.

I grant permission for the School of Education to use my Teacher Work Sample as an exemplary (outstanding) model for teacher candidate and university supervisor training purposes in the future. I understand my name will remain on the document for proper credit.

Signature of Candidate Submitting the TWS: Allison Dockter electronic submission)

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DescriptionA Teacher Work Sample (TWS) is designed to assess the impact of teacher candidates’ instruction on students’ learning as well as provide evidence of candidates’ teaching performance during the Student Teaching Experience. The TWS assignment includes the following tasks:

I. Professional Goal Setting and ReflectionII. Contextual Information III. Instructional Design and Implementation

Format

Ownership: Complete the cover page verifying the TWS to be your own authentic work.

References and Credits: If you refer to another person’s ideas or material (such as theorists), cite these in a separate section at the end of the TWS under References and Credits. (APA is recommended)

Font and Spacing: Use Arial size 12 font, double space all narrative portions, and print on both sides.

Anonymity: Do not include the names of individual students, teachers, or staff as well as participating schools in any part of the work sample in order to insure the anonymity of all involved.

Submission

An electronic copy of your completed TWS must be submitted to:

D2L for ELED/SPED/SEED 488 Your electronic portfolio/professional website (please remember to remove the cover page

with identifying information before posting). Your university supervisor (please check with your university supervisor to determine which

format (print copy or electronic) he/she prefers.

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Task I: Professional Goal Setting

Objective: Candidates set a professional goal, identify the action strategies they will use to achieve that goal, and reflect on their learning and growth (as it relates to that goal) near the end of their student teaching experience.

Resources: Candidates will use the NSU Conceptual Framework (see table below) as a guide for determining their professional goal.

NSU Conceptual Framework Categories

Potential Category Outcomes (You will choose one of these outcomes

as the basis for your goal)

Description

Knowledge of Self as an Individual

Respect and Concern for Students

Commitment to Health and Safety

Knowledge of Self as an Individual recognizes the educator’s influence in the lives of students and emphasizes the importance of building trust relationships, and setting positive examples.

Knowledge of the Learner Developmental Needs

Student Diversity

Knowledge of the learner focuses on an understanding of growth and development of learners in the contexts in which development takes place and an understanding of how student diversity interacts with the learning process.

Knowledge of Content Understanding Subject Matter Knowledge of Content implies a broad understanding of the centrality of content knowledge for teaching, and ability to organize central concepts and principles of a subject matter, and a responsibility for acquiring new knowledge.

Knowledge of Pedagogy Planning Implementation Assessment Classroom Management and

Organization Instructional Materials and Technology

Pedagogical Knowledge includes those principles and strategies necessary for effective teaching, including the planning, implementation, and assessment of instruction, classroom management and organization, knowledge of curriculum and instructional materials, and integration of technology.

Knowledge of Self as a Teacher and Member of a Learning Community

Parent and Community Involvement Commitment to Teaching Interpersonal Relations Professional Growth and Development

Knowledge of Self as a Teacher and Member of a Learning Community calls for a collaboration among teachers, students and their families and communities that embraces diversity, promotes a positive sense of personal identify, and enhances the possibilities for academic success.

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1. Conceptual Framework Goal Statement, Action Plan, and Reflection:

a. Identify the Framework Category to which your goal aligns:Knowledge of Pedagogy

b. Identify the specific Category Outcome you will use to determine your goal:Classroom Management and Organization

c. Based on the outcome you selected, write a specific goal for this experience. After your goal statement, provide a brief narrative explaining the reasons as to why you chose this goal.

During my student teaching experience, my goal is to develop effective classroom management. I will develop my own procedures and expectations. If students get off task during my lessons, I will redirect them back to what they are supposed to be doing. I will allow talking when appropriate and movement when necessary (such as group work at different spots in the room). This is very important to establish the first week of school. Students need to know what their routine will look like. They need to know what is allowed and what is not allowed. This will help promote a healthy learning environment.

d. Describe the action plan (steps/strategies and resources) required to accomplish this goal:To achieve this goal, I will observe my cooperating teacher’s classroom management and

organization. I will take notes on the procedures and expectations he has of his class. When I take over teaching his class, I will continue using his strategies and add one or two of my own with his assistance. I will monitor students to see how they react to the procedures.

e. Reflect on your progress/growth toward achieving this goal:Throughout my student teaching experience, I had numerous opportunities to practice and

accomplish my goal. My cooperating teacher had great classroom management and organization. I feel confident that I have gained new skills and strategies throughout my experience. I have come up with my own classroom management strategies that my cooperating teacher has started using. I have learned a lot through the strategies he uses such as the “secret walker”. Every time we are leaving the classroom to walk in the hallways as a group, a name is draw and that person is the secret walker. If that person walks quietly, hands to self, follows directions, etc., they receive a treat when we get back to the classroom. There are procedures set for getting iPads, lining up, moving to the carpet, and for classroom jobs. These strategies have been very successful in my cooperating classroom.

I have created a behavior management strategy to use in the classroom. For those students who have bad behaviors, they will get a smiley chart. Every fifteen minutes, they can get either a smiley face, a straight face, or a bad face. If the student did well, they got a smiley face. If the students is starting to have bad behavior, they get a straight face. If the student has bad behavior, they get a bad face. If they get less than three bad faces, they will get a treat at the end of the day. If they get all smiley faces, they get to eat lunch with the teacher. This is for the severe behavior kids and is just between the teacher and the individual student/s. Overall, I have learned a lot and gained a significant amount of classroom management strategies and skills that I will use in my future classroom.

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Task II: Contextual Information (see rubric for scoring details)

Objective: Candidates gather contextual information and discuss factors that may influence the teaching and learning process.

Resources: Use a variety of resources to gather contextual information including Census data for the community, School Improvement Plan, cooperating teacher, Title I/SPED teachers, principal, school counselor, Infinite Campus, student files (with administrative approval), school data available online.http://doe.sd.gov/reportcard/listnew/

**The below information and resource is taken from Educational Testing Service Praxis Performance Assessment for Teachers (PPAT) Candidate and Educator Handbook, copyright 2015. All rights reserved.

Contextual Information: This chart is designed to help you understand the many factors that affect teaching and learning. Such factors include the community, classroom procedures, student demographics, and the physical environment in which teaching takes place. Understanding these factors as they relate to your teaching will help you determine the instructional strategies and approaches that will support your students’ learning. In this chart, address any factors listed as they pertain to your teaching assignment. The subcategories listed under each category are just suggestions; there may be other subcategories that you would like to address, or there may be a subcategory listed that does not apply to your situation.

Categories of Contextual Factors Description of the Contextual Factors

General Context of Your Students(All subcategories listed in this box are required.)

Students’ grade and developmental levels; the age range of students; the content area being taught; any other factors that are pertinent to understanding your class assignment

Community(e.g., whether the area is urban, suburban, or rural; socioeconomic information; census data for the community)

District(e.g., enrollment; percent of students receiving free or reduced-priced lunches; graduation rates; ethnicities; percent of students with IEPs; percent of students who are ELLs; per-pupil expenditures)

School(e.g., enrollment; percent of students receiving free or reduced-priced lunches; ethnicities; percent of students with IEPs; percent of students who are ELLs; teacher-to-student ratio)

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http://doe.sd.gov/reportcard/listnew/

Classroom Demographics(e.g., ethnicities; gender ratios; special needs, including those of gifted students, those of students physical needs, and those due to cultural characteristics).

Knowledge of Students(in terms of the whole class and individual students)

(e.g., language needs; approaches to learning; prior learning and experiences; academic proficiencies/behavioral differences; areas of interest).

Task III: Instructional Design and Implementation Objective: Candidates design, implement, and assess a minimum of five lessons from multiple subject and/or content areas. (see rubric for scoring on each component)

Complete this task using the Common Lesson Plan Template (below) for 5 different lessons.

3 of the lessons must have been observed by your university supervisor Remaining two lessons should be lessons you have taught

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Lesson #1

Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name: Allison DockterGrade Level: 2nd GradeSubject: ScienceDate: September 14, 2017

PLANNINGList the Common Core/State Standard(s) to be addressed in this lesson.2-LS2-1: Plan and carry out an investigation to determine if plants need sunlight and water to grow.

Rationale (cite theories or theorists):Vygotsky says social interaction plays an important role in cognitive development. Students learn better from each other. Throughout this lesson, students will be working together to answer questions and to do a project. This lesson helps students learn to work with other people. It also contains higher level thinking as they will be “inventing” a new plant.

List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable, time bound). Use the following format: “Students will be able to…”Students will be able to create their own plant which contains all parts of a plant (roots, stem, leaves, flower). Students will also be able to identify what a plant needs to grow and live (sun, nutrients, oxygen/air, water).

Describe how the learning objective(s) and the learning outcomes is/are appropriate for the age/developmental level of the students.

Vygotsky says social interaction plays an important role in cognitive development. This lesson fits this theory because when students are given a problem or assignment, state their ideas, talk about it, and plan it out. Children learn from each other. Drawing and creating plants will have different aspects that the students will have to brainstorm before they write it. Having them create their plants in partners helps to engage the social interaction.

List the materials/resources you will need to teach the lesson.

-Paper-Pencil-Coloring utensils-YouTube/Computer-IPad

TechnologyDescribe the instructional and/or assistive technology that you plan to incorporate into the lesson and explain how it will enhance instruction and student learning.YouTube will be used to help teach the students a song to help them remember the parts of plant. This is good for students because using this song will make it easier for the students to remember what the different parts of a plant are. Students will also use their IPads to show their parents. This is very beneficial for the students, their parents, and the teachers. The students can show what they know to their parents using technology while the teacher can see it as well. This is a very useful tool because students can record themselves talking and the teacher can hear what

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they have learned individually.

AccommodationsDescribe the accommodations/differentiation/modifications you will use to meet the needs of all learners and accommodate differences in students’ learning, culture, language, etc. * -Students will be prompted when trying to answer a question if they get stuck. -One student whose intellectual level is very low will be required to just identify the parts of a plant for her assessment.-The teacher will pick groups for the assignment.

Pre-Assessment: Describe the instrument or process you will use to measure students’ level of understanding toward the learning objective(s) prior to teaching the lesson.

Prior to starting the lesson, students will be asked to draw a picture of plant. They will then be asked to draw into their picture what plants need to survive (sunlight, water, etc.). Once everyone has finished their drawing they will then be given a picture of a plant. They will be asked to draw a picture of what function each part of the plant has.

Pre-Assessment: Describe how the results of the pre-assessment (what the students have demonstrated they know) will be used to design the lesson objectives, instruction, and post-assessment. (Include charts, graphs if applicable)

Could draw the parts of a plant Could draw things a plant needs to survive

Could draw the functions of each part of the plant

0

1

2

3

4

5

6

0

3

2

1

3

0

5

2

1

2

0 0

Pre-Assessment

1 Correct 2 Correct 3 Correct ALL Correct

Questions Asked

Num

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f Stu

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s

Most of the students showed that they knew what the different parts of the plant were. Few of the students could draw what plants need to survive though. Everyone struggled with the last part. One student could draw 3 of the 4 pictures. Two other students could draw one of the pictures. Everyone else did not know what to draw so they left it blank. This shows me that they do not know what the functions of the different parts are. I will create this lesson to teach students what plants need to survive. I will also focus on what each part of a plant does.

Classroom ManagementIdentify the management and motivational strategies you will use to meet student behavioral/developmental needs in order to keep students on task and actively engaged throughout the lesson.

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Student’s behaviors will be monitored throughout the lesson. If a student is not following directions after 2 prompts, they will have their clothes pin moved down on their behavior chart. If they are doing everything they are asked, following directions right away, and working like they are instructed to, they will get their clothespin moved up. If a student is given a direction such as “write your name on your paper and put your pencil down” and they follow the directions, I will say, “I like how (student’s name) followed my directions” to encourage others to do the same.

Implementation“I Do”(Teacher introduces lesson and models expected outcome(s) of learning objectives)Describe what instructional strategies you will use to model/explain/demonstrate the knowledge and skills required of the objective. We will begin class by watching a video (https://www.youtube.com/watch?v=RSBcMYYEwtM) to capture the students’ attention. I will then ask them the following questions:

1. What do roots do?2. What purpose do leaves serve?3. What does the stem do?4. What do flowers do?

I will then explain to the students what each part of the plant does. -The roots hold the plan in the soil. They take in water and nutrients to help the plant live.-The stem helps hold the plant up and also carries water from the roots to the other parts of the plant.-The flower helps the plant reproduce, or make more of the same type, by making seeds that grow into new plants.-The leaves take in oxygen and the light the plant needs to survive.

Then I will read out of the text book to the students on how different plants need different amounts of water, sunlight, and room to grow in different environments.

“We Do” (Teacher engages students in guided practice) Describe the learning activities you will use to provide students multiple opportunities to practice the skills and content needed to meet the learning objective(s).Students will then work together in groups of 2 or 3 to create their own plants. The students will be acting as botanists who just discovered a new type of plant. They will have to:

1. Name their plant.2. State the plant’s basic needs through the roots, stem, leaves, and flower.3. State where their plant lives.4. Show a colored illustration of their plant where it lives.

“You Do” (Students engage in independent practice)Describe what the students will do to independently practice the knowledge and skills required by the lesson objectives? Students will record themselves and their plants using seesaw to show their parents. They will record themselves answering these questions:

1. What is the name of your plant?

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2. What is your plants basic needs through roots, stem, leaves, and flower?3. Where does your plant live?

Then they will show the colored illustration of their plant to their parents.

I can see what they send to their parents through seesaw so I can assess what they answered.

Lesson ClosingDescribe how you will reemphasize the lesson objective(s) and any skills/content that were taught in an interactive manner (whole/small group, etc.).We will listen to the song (https://www.youtube.com/watch?v=RSBcMYYEwtM) one more time before they head out to lunch.

Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will use to measure students’ level of understanding toward the learning objectives after teaching the lesson.

Students should be able to draw a picture of plant including roots, stem, leaves, and flower. They then should be able to show the different things a plant needs to survive such as, water, oxygen/air, sun, and nutrients. The expected outcome should follow the chart below with all yes.

Plant Invention RubricYES NO

Student named their plant.

Student showed all their plants basic needs through either stating it or drawing it (sun, rain, air, nutrients).

States where their plant lives.

Plant belongs in that setting (i.e. dessert shows roots close to surface, swamp shows the plant needs lots of water so wide stem, etc.)

Can explain plant to parent through Seesaw.

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Could draw the parts of a plant Could draw things a plant needs to survive

Could draw the functions of each part of the plant

0

1

2

3

4

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6

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5

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0 0

Pre-Assessment


Questions Asked

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Drew the parts of a plant Listed or showed the things a plant needs to survive

Drew or could explain the functions of each part of the plant

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5

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9

0 0

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00 0 0

7

8 8

Post-Assessment


Questions Asked

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AnalyzePost Assessment: Based on the results of the Pre and Post-Assessment, to what extent did students achieve the learning goals/objective of the lesson? Cite examples from the lesson plan, assessments, and/or video. If applicable, insert a table/chart/graph before your explanation.

By looking at the graphs above, the students have increased their knowledge greatly. Seven students could 11 | P a g e

correctly draw all parts of the plant. The two students who only got two parts were the students on IEPs who struggled with the concept. Eight students could explain or show what a plant needs to survive and what the functions of each part of the plant is. The students greatly improved from their pre-assessment to their post assessment.

ReflectReflect on your instructional strategies, interactions with students, and classroom management strategies. Describe what went well and what areas you need to revise in the future. Cite examples (from video) that support your conclusions.Describe revisions that you could make if you were to teach this lesson again. Why would you make each revision? Cite examples from the lesson plan, video and/or student work that would prompt revisions.

Positives:- Overall, I think this lesson went very well. I think it was a good idea to have the students create their own

plants. They had to think about how to create each part of the plant so it belongs in the environment they want it in. This gave the students freedom to draw what they want but to use the knowledge they learned to make their plants.

- I think I did a good job of picking the groups. The groups worked pretty well together. I grouped them together with different learning levels so the more advanced members can help the other group members. This promotes student-to-student collaboration.

- I also think I did a good job with formative assessment. I continuously walked around the room monitoring the students. I would ask them questions about what they were doing to make sure they understood what they were doing and why.

Improvements:- I need to improve on classroom management. I need to make sure to stop all of the students from blurting. I

reinforced that throughout the lesson but I allowed some students to answer by blurting still. I need to be more persistent about that.

- It was somewhat hard for the students to pay attention in the beginning. I was just talking to them and they did not have anything to look at. I think they got bored fast and did not want to pay attention or listen anymore. If I were to do this lesson again I would make sure they are more engaged in the “I do” part instead of just listening to me talk.

- I need to focus on using language that is more appropriate. I said, “you guys” quite often. I also asked them if they wanted to do something. I was not actually asking them if they wanted to because I wanted them to do it even if they did not want to. I need to be more direct and tell them what they are doing.

Revisions- If I were to do this lesson again, I would have a timer set up on the front board to help students see how

much time they have left. Some of the students were messing around and talking a lot because they were set free. Once I reminded them how much time they had left, they would get to work. I think if there was a visible timer on the board, the students would work more efficiently.

- I would also have the students present their final product to the class. I would record them presenting them to show their parents on seesaw. I think it would be a great opportunity for the rest of the class to see the different types of plants they made and why.

- I think it would also be a good idea to pick the environment of which their plant would live for them. I would pick, for example, a jungle or field and they would have to make their own plant adapting it to that environment. The students would all have different environments so the students could see how the plants differ.

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Lesson #2


Teacher Candidate Name: Allison DockterGrade Level: 2nd

Subject: ELADate: 10-2-17

PLANNINGList the Common Core/State Standard(s) to be addressed in this lesson.2.W.3 Write narratives in which they recount a well elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

Rationale (cite theories or theorists):Piaget says schema plays an important role in connecting new knowledge to existing schema. He also says students learn better by doing rather than by being told what to do. Throughout this lesson, students are given multiple opportunities to write a letter rather than having them watch the teacher do it all. Students have to use higher level thinking when determining what their letter should look like.

List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable, time bound). Use the following format: “Students will be able to…”Students will be able to recall events from our field trip and write a letter describing those events through actions, thoughts, and feelings.


Students get to use a real life event to write about in the classroom. They really enjoyed going on the field trip and have been talking about it a lot. Writing these letters will be a fun way for the students to recall what they did and learned on the field trip. At the same time, they will be learning how to write a friendly letter using the knowledge they gained. This engages the students in higher level thinking.


- Smartboard- Tag board paper with prewritten letter as an example- Writing paper (one black and white copy for rough draft, one colored copy for final draft)- Pencil

TechnologyDescribe the instructional and/or assistive technology that you plan to incorporate into the lesson and explain how it will enhance instruction and student learning.An interactive smartboard will be used to write a letter as a class. IPads will then be used to upload the student’s final product so their parents so can see their work and what they have learned. Using the smartboard will provide opportunity for the students to erase and change their answers easily. It is user friendly and the students love using it. This helps the students pay attention more and want to come up to the board and answer questions.

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AccommodationsDescribe the accommodations/differentiation/modifications you will use to meet the needs of all learners and accommodate differences in students’ learning, culture, language, etc. * -One student is on an IEP for SLD. They will be asked how they want to write their letter. The teacher will write out the words they want to say so the student can copy the words and spell them correctly.-Another student is on an IEP for an intellectual disability. The teacher will ask that student what they would like to say and put it on trace paper. The student might not be able to form complete sentences so the teacher will have to guide them. The student will write the letter out for them in highlighter. The student will then trace on the highlighted letters with a pencil for their letter.-The teacher will be walking around the room the whole time looking at all of the students’ progress to make sure they are using correct spellings and good penmanship.


Students will be asked the following questions:1. What is a subject? (Who or what the sentence is talking about.)2. What is a predicate? (Describes what the subject is doing.)3. What does every sentence have to have? (Subject & Predicate)4. What are the 5 parts of a letter? (Heading, greeting, body, closing, signature)


What is a su

bject?

What is a predica

te

What does e

very

sentence

have?

What are th

e 5 parts of a

letter?

0123456789

108 8 8

12 2 2

9

Pre-Assessment

Correct Incorrect

Most of the students could tell what subject and predicate mean and know that sentences need both. Only one student could tell what the parts of a letter is. She could only identify 3 of the 5 parts. Because of this data, this lesson will be focusing more on learning how to write a letter instead of subjects and predicates in a sentence.

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Student’s behaviors will be monitored throughout the lesson. If a student is not following directions after two prompts, they will have their clothes pin moved down on their behavior chart. If they are doing everything they are asked, following directions right away, and working like they are instructed to, they will get their clothespin moved up. If a student is given a direction such as “write your name on your paper and put your pencil down” and they follow the directions I will say, “I like how (student’s name) followed my directions” to encourage others to do the same. A close eye will be kept on the two students on IEP’s because sometimes they have bad behaviors come out during lessons.

Implementation“I Do”(Teacher introduces lesson and models expected outcome(s) of learning objectives)Describe what instructional strategies you will use to model/explain/demonstrate the knowledge and skills required of the objective. We will begin by listening to and learning the 5 parts of a letter song (https://www.youtube.com/watch?v=DNKy4hV6WnA). Once the students can sing the song along with the words I will then show them a letter I have previously written. I will explain to them that just like the song, my letter contains a heading, greeting, body, closing, and signature. I will explain to them what each one is and why I wrote what I did for each. The heading is the date I wrote the letter on. The greeting is who I am writing the letter to. The body is what I am writing to the person. The closing is saying goodbye. And the signature is my name at the end so the person who is receiving the letter knows who it came from. I will then ask the students what each part of the letter is again and if they can answer it as a class, we will move on.

“We Do” (Teacher engages students in guided practice) Describe the learning activities you will use to provide students multiple opportunities to practice the skills and content needed to meet the learning objective(s).As a class we will then write a letter all together. I will draw out boxes on the smart board on a page. Those boxes will represent the different areas of a letter that should be filled out. Such as a box in the upper right corner for date, a box in the mid/upper left side for the greeting, a box in the middle section of the page for the body, a box in the lower right for the closing, and a box right below that for the signature. I will have the students tell me what to put in each box. When we get to the body, I will have them come up with strong sentences using a subject and predicate. Once we have our letter written and everyone can agree that it is written correctly, we will move on.

“You Do” (Students engage in independent practice)Describe what the students will do to independently practice the knowledge and skills required by the lesson objectives? The students will then be given a “scratch” piece of paper to write their own letter. They will have the five parts of a letter included in their letter. Their letters will be written to the Wildlife Refuge talking about their favorite part and thanking them for allowing us to come there for a field trip. I will leave our class letter on the board for the students to look at if they need assistance. Once they are done with their letters the teacher will look it over for correct spellings and grammar. The students will then be given a colored

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https://www.youtube.com/watch?v=DNKy4hV6WnA

https://www.youtube.com/watch?v=DNKy4hV6WnA

copy for their final draft. Once the students are done, the letters will be uploaded on the app “seesaw” for their parents to see. Lesson ClosingDescribe how you will reemphasize the lesson objective(s) and any skills/content that were taught in an interactive manner (whole/small group, etc.).Before the class is dismissed for recess, we will sing the 5 parts of a letter song once more without the students seeing the words so we can review what we had learned in the lesson one last time.Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will use to measure students’ level of understanding toward the learning objectives after teaching the lesson.

The students will show they know what a subject and predicate is by writing complete sentences throughout their letter. Their letter will need the five parts of letter in it. Below is an example of a letter I wrote and the rubric that will be followed.

YES NOAre the sentences complete with a subject and predicate?Does the letter have a heading?Does the letter have a greeting?Does the letter have a body?Does the letter have a closing?Does the letter have a signature?

Total

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Post Assessment: Based on the results of the Pre and Post-Assessment, to what extent did students achieve the learning goals/objective of the lesson? Cite examples from the lesson plan, assessments, and/or video. If applicable, insert a table/chart/graph before your explanation.

Had complete se

ntences w

ith su

bjects and predica

tes.

Letter had a heading.

Letter had a greeting.

Letter had a body

Letter had a cl

osing.

Letter had a si

gnature.02468

10 8 89 9

89

2 21 1

21

Post-Assessment

Correct Incorrect

Eight of the 10 students could write the sentences on their own in complete sentences. I had to help two of the students write the letters. They told me what they wanted to put and I helped them say it in a sentence and then wrote it down for them to copy over to their final draft. Eight students put their heading, and closing on their letters without being reminded. Nine students could write their greeting body and signature on their own as well (one of the students needed help with writing the sentences) without being reminded.


Positives:- It was a good idea to show the students a letter I wrote. They were very interested in reading what I had put

and was curious as to why the five parts were placed where they were. - The students really seemed to love the song. It took them awhile to get the hang of it but once they did,

they loved the song. That was a technique to help the students remember the five di

Improvements:- For the two students on IEPs, it was hard for them to do the assignment on their own. I had other students

raising their hands needing help. I could not spend the whole lesson at the two student’s sides. I kept coming back to them to make sure they were working as much as they could.

- The students in the front row were not motivated to work at all. I had to keep reminding them to get back on track because they would just sit there and not work. One of them ended up having to work on theirs

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during reading time because she did not get anything done.- I allowed the students to come up to the SmartBoard and write. This took up a lot of time since they wanted

to write on there a lot. They would write something and then erase it and rewrite it again. This was very time-consuming. Next time, I will just have them tell me what to write and I will write it on the board myself.

Revisions- If I were to do this lesson again, I would have the students help me write a rough draft of the letter. I would

allow the students to choose if they would like to use that rough draft or write their own. They would just have to fill in the blanks with their own words. For example, this is what it could potentially look like :

“Dear Laura, I had so much fun at the Wildlife Refuge. I was so excited to see ___________. My favorite part about the refuge was _____________. I liked it when we _______________. Thank you for letting us come. Sincerely, ____________________________”

I think if we made this together, the students in the front row would be more motivated to work because they know what they are writing. They have something to follow.

- I would make sure to have something for the students to do when they are done. I had about five students who finished way ahead of everyone else. I would come up with something for them to do so they are not distracting the other students.

- If I were to do this lesson again, I would come up with a different ending to the lesson. I really did not like how I closed the lesson up. I think I would use exit slips once they get their letters written. This would help the students to get theirs done sooner (by working more efficiently and not staring into space the whole lesson) so they can go for lunch or recess right away.

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Lesson #3


Teacher Candidate Name: Allison DockterGrade Level: 2nd GradeSubject: ELADate: 10-11-17

PLANNINGList the Common Core/State Standard(s) to be addressed in this lesson.2.RF.3 Know and apply grade-level phonics and word analysis skills in decoding words.

Rationale (cite theories or theorists):Piaget says schema plays an important role in connecting new knowledge to existing schema. He also says students learn better by doing rather than by being told what to do. Throughout this lesson, students are given multiple opportunities to practice. Students have to use higher level thinking when determining what the correct spellings of the words are.

List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable, time bound). Use the following format: “Students will be able to…”Students will be able to spell words using –ing and –ed by dropping the /e/ and adding the ending.


Students will need to know how to do this for future writing. They need to know what a difference adding –ing and –ed on a word can make. This is a foundational skill the students need to learn because their writing will build off of this.


Word listSmartboardMarker boards, markers, erasersWriting utensilWorksheetName drawing jar/sticks

TechnologyDescribe the instructional and/or assistive technology that you plan to incorporate into the lesson and explain how it will enhance instruction and student learning.An interactive SmartBoard will be used to enhance the students learning. This provides them an opportunity to see the words in this lesson being used. They have the opportunity to make corrections right away which will help enhance their knowledge.

Accommodations

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Describe the accommodations/differentiation/modifications you will use to meet the needs of all learners and accommodate differences in students’ learning, culture, language, etc. * -The teacher will be walking around the room the whole time looking at all of the students’ progress to make sure they are using correct spellings and good penmanship. -One student is pulled from the classroom for ELA. If she comes back into the classroom, I will have her work toward her IEP goals.-The students will be given prompts if they get stuck.


The students will be assessed on prior knowledge by spelling words using –ed and –ing when dropping the letter -e at the end of the word. The students will be given a piece of paper and will be asked to spell real words (hoped and biking) and nonsense words (rabing and zoped).


hoped biking rabing zoped0

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One student was confident she knew how to accurately add the correct inflected ending. She got all four words spelled correctly. One other student had little knowledge and spelt two words correctly. Another student got one word spelt correctly and the remaining six spelled all four words incorrect. This showed that 77.8% of the class did not know what to do when adding an ending to a vowel-consonant-e word. Classroom ManagementIdentify the management and motivational strategies you will use to meet student behavioral/developmental needs in order to keep students on task and actively engaged throughout the lesson.

Student’s behaviors will be monitored throughout the lesson. If a student is not following directions after 2 prompts, they will have their clothes pin moved down on the behavior chart. If they are doing everything they are asked,

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following directions right away, and working like they are instructed to, they will get their clothespin moved up. If a student is given a direction such as “write your name on your paper and put your pencil down” and they follow the directions I will say, “I like how (student’s name) followed my directions” to encourage others to do the same. A close eye will be kept on certain students because they have bad behaviors that come out during lessons sometimes.

Implementation“I Do”(Teacher introduces lesson and models expected outcome(s) of learning objectives)Describe what instructional strategies you will use to model/explain/demonstrate the knowledge and skills required of the objective. I will begin by recalling with the students what our last lesson was over (adding –ed to words). I will explain to them that like adding –ed to a word, adding –ing does the same thing. I will write the word loping in syllables on the board such as “lope-ing”. I will point out each syllable and then say the sounds each part of the word makes. Then I will combine the word. I will do the same with dining, making, and poking. Once the students can tell me how I added –ing to words I will then move on. “We Do” (Teacher engages students in guided practice) Describe the learning activities you will use to provide students multiple opportunities to practice the skills and content needed to meet the learning objective(s).-The students will be shown 10 words of adding –ing or –ed on PowerPoint slides. Sticks will be drawn to call on students to say the base word, and then ending, and then to put the word together. I will have the whole class write these words as a final word. The student drawn from the stick will show the class as everyone compares their own word. -Once we get through the 10 words, the students will then have a chance to form the base word and ending and put them into words themselves. I will say the word, then have the students say the word as a class. They will have to write the word in their parts (ex: slope-ing) and then they will write the final word (ex: sloping). If they need help spelling the base word, I will help them individually. This will continue for draping, saved, shining, sloped and baking. -The students will then be shown examples of sentences on the board with errors. They will have to identify the words that are wrong and fix the spellings.

(This can be found in Tutorin’ Tim’s Phonics by Timothy Houge on pages 166-169)

“You Do” (Students engage in independent practice)Describe what the students will do to independently practice the knowledge and skills required by the lesson objectives? The students will then be given a worksheet to complete focusing on dropping the –e and adding –ing and –ed. The worksheet will have both types of words mixed together so the students will have to decide what to do with the ending.Lesson ClosingDescribe how you will reemphasize the lesson objective(s) and any skills/content that were taught in an interactive manner (whole/small group, etc.).I will have the students do a ticket to recess by coming up with a word on their own in which the e is dropped at the end to add –ing or –ed. Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will use to measure students’ level of understanding toward the learning objectives after teaching the lesson.

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A majority of the class learned a lot from this lesson. All of the students understood how “hoped” should be spelled. They learned that you have to drop the final “e” to add “-ed”. Most of the students remembered to drop the “e” on the end of bike to add “-ing”. The last two were a little bit trickier because the words are non-sense words so the students had not ever heard of them before. Seven of the students got “rabing” right and nine of the students got “zoped” right. One student spelled “biking, rabing, and zoped” incorrect while one other student also spelled “rabing” incorrect.


Strengths:- The students really enjoyed using marker boards during the lesson. It was a great way for me to see how

each of the students were picking up on the lesson. I could see the students who were struggling. I could then talk to them individually and reteach the part they would got confused on.

- I think it was also a good idea to draw name sticks. The students would then come up to the front to show their words. They would explain to the class how the spelled the word. Then the class was asked to agree or disagree and explain this reasoning. Some students who came to the front had incorrect spellings. This was a great opportunity to help them change the spelling to the correct way.

- I think I also did a good job of keeping all the students engaged. They all had a chance to participate. All of them had a chance to come up to the front to write their word or show their word to the class. I made sure to give every student an opportunity to explain his or her thinking if they looked confused or disagreed with anything.

Improvements:- One student struggled with the whole lesson. I had to spend a lot of time with him/her to try to keep

him/her with the pace of the rest of the class. Most of the class understood what was going on so during their “think” time, or when they were writing their word, I could sit with this student and help them figure out how the word should be spelled.

- Another student had a hard time understanding the concept. He/she knew how to change the words but she needed a reasoning behind why you drop the “e”. She is very inquisitive and has to have reasoning behind why you do things. I gave her two reasons on why you drop the “e” and she was still confused as to why. She knew how to spell the words just had to know why.

- When we started reading the words, I had all of the words listed on the screen. This was very overwhelming for the students and they were confused with what we were doing. I should have just showed one word at a time so they had one thing to focus on.

Revisions:- If I were to do this lesson again, I would not read the story at the beginning of the lesson. The story was

more confusing for the students than I thought it would be. I would come up with a different way to introduce this lesson.

- I might also try to use letter manipulatives. I think using those would help show you are taking away the letter “e” but then adding an “-ed” back on. I think this would also help them see how the word changes and help them understand the concept better.

- I originally had a list of about 10 words for the students to practice writing. After we got through about three of them, I noticed the students were starting to disengage. They would not have made it through all of the words. I picked a few more for them to spell and did not go through all of the words. I had to alter the

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lesson as I was teaching it. I would make the list of words shorter next time and have them narrowed down prior to the lesson.

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Lesson #4


Teacher Candidate Name: Allison DockterGrade Level: 2nd

Subject: Social StudiesDate: 10-26-17

PLANNINGList the Common Core/State Standard(s) to be addressed in this lesson.2.RL.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

2. SL.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about topics and texts under discussion).

Rationale (cite theories or theorists):Vygotsky says social interaction plays an important role in cognitive development. This lesson fits this theory because when students are acting out the play, they can express themselves as the characters. Children learn best from each other. The students will be acting out the play with their classmates and will hear and see how their classmates are portraying each character.

List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable, timebound). Use the following format: “Students will be able to…”Students will be able to identify characters of a story, use different voices for the characters and compare the characters’ different points of views.

Students will be able to speak in small and large groups and will be able to respect others by waiting their turn to speak.


It is important for students to know that actors in plays are acting as a character, not themselves. It is important for students to know that everyone has their own opinions and uses different voices, body language and facial expressions to show that. Students should know that it is very important to use good speaking and listening skills when having a conversation to show respect to those involved. List the materials/resources you will need to teach the lesson.

-Reading textbooks-Paper & pencil-Anchor chartTechnologyDescribe the instructional and/or assistive technology that you plan to incorporate into the lesson and explain how it will enhance instruction and student learning.-The story will be read from a CD tape in a stereo. That will be all the technology we will use. The students will be acting it out themselves. They learn better by doing rather than watching on a screen.

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AccommodationsDescribe the accommodations/differentiation/modifications you will use to meet the needs of all learners and accommodate differences in students’ learning, culture, language, etc. * -One student is on an IEP for SLD. He/she is at a lower reading level so I will assist him with reading when he gets stuck on words. He will have a book mark to use to help him follow along. -The students positioned at the front of the room have a harder time grasping concepts. These students need help often whereas the students at the back of the room are very independent. -The teacher will be walking around the room the whole time watching the students to make sure they are following along and using good speaking and listening skills.


Students will be asked the following questions:1. What is a narrator? (a person who tells a story)2. What is a play? (a story being told through character’s speaking)3. How do you show good listening skills? (voices off, eyes on who is talking, ears listening, hands and feet

still or silent, brains thinking)4. How do you show good speaking skills? (raise hand for permission to talk, once granted permission look

at who you are talking to, use your inside loud voice without yelling, always use positive words and appropriate language


What is a narra

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Students’ behaviors will be monitored throughout the lesson. If a student is not following directions after 2 prompts, they will have their clothes pin moved down on their behavior chart. If they are doing everything they are asked, following directions right away, and being respectful like they are instructed, then their clothespin will be moved up. If a student is given a direction such as “write your name on your paper and put your pencil down” and they follow the directions, I will say, “I like how (student’s name) followed my directions” to encourage others to do the same. A close eye will be kept on the student on an IEP because sometimes he/she has bad behaviors come out during lessons often and needs to be redirected.

Implementation“I Do”(Teacher introduces lesson and models expected outcome(s) of learning objectives)Describe what instructional strategies you will use to model/explain/demonstrate the knowledge and skills required of the objective. I will begin by asking the students if they can tell me what a play is. I will tell them that we will be listening and reading a play in class. Plays contain a cast, setting, and plot. A cast is all of the characters of the play. Each character has a different voice and a different point of view. The setting is where and when the play is taking place. The plot is what happens in the story such as a problem and solution. Plays also contain a script which is written in dialogue between the characters which means What the characters are saying. Plays have stage directions which tells what the actors need to do. Props are also a big part of a play because it helps the actors take on the role of their character more through the clothes they wear and other materials. The students are to use good speaking and listening skills through following these steps:

For listening I will explain and demonstrate for the students these steps:- Voices off- Eyes on who is talking- Ears listening- Hands and feet still or silent- Brains thinking

For Speaking I will explain to the students these steps:- Raise hand for permission to talk- Once granted permission look at who you are talking to- Use your inside loud voice without yelling- Always use positive words and appropriate language

“We Do” (Teacher engages students in guided practice) Describe the learning activities you will use to provide students multiple opportunities to practice the skills and content needed to meet the learning objective(s).The students will then be asked to look through the play and pick out one thing they notice and share it with the class. The class is to use good speaking and listening skills while their classmates are sharing. As a class we will listen to the story being read to us from a CD. Once the CD is finished, I will ask the students questions about the play to see if they caught the cast (including voice changes and different point of

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views), setting, plot, script, stage directions, and props. I will then ask the students questions about the story to see how well they use their speaking and listening skills. We will discuss the play as a class so the students can get more familiar with the play before we act it out ourselves.

“You Do” (Students engage in independent practice)Describe what the students will do to independently practice the knowledge and skills required by the lesson objectives? The students will be given a part (or two since the class is small) to act. They will come to the front of the room if they are in the scene. They are to use good voices (good speaking skills) and act like each character. Those who are not acting will be using good listening skills to show respect.

Lesson ClosingDescribe how you will reemphasize the lesson objective(s) and any skills/content that were taught in an interactive manner (whole/small group, etc.).

Before class is dismissed for recess, the students will be given a piece of paper to answer the question of the week on. “When we are searching for answers, whom can we ask?”


1. What is a narrator? (a person who tells a story)2. What is a play? (a story being told through character’s speaking)3. How do you show good listening skills? (voices off, eyes on who is talking, ears listening, hands and feet

still or silent, brains thinking)4. How do you show good speaking skills? (raise hand for permission to talk, once granted permission look

at who you are talking to, use your inside loud voice without yelling, always use positive words and appropriate language)

The students should be able to use good speaking and listening skills while acting out the play. The following rubric will be followed.

YES NODid not talk during the lesson unless asked a question or was granted permission.Used good speaking skills when talking during the lesson.Used a good voice when reading their part of the play.Used positive words and actions when helping others during the play.

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Post Assessment: Based on the results of the Pre and Post-Assessment, to what extent did students achieve the learning goals/objective of the lesson? Cite examples from the lesson plan, assessments, and/or video. If applicable, insert a table/chart/graph before your explanation.

All of the students could tell me what a narrator is and what a play is. During the play, they all used good listening skills and good speaking skills. Overall, all of the students did very well with this lesson and learned what they needed. They had a great improvement from their Pre-Assessment to their Post-Assessment.

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Strengths:- I made sure to exhibit good speaking and listening skill myself. This showed students examples on how they

should be speaking and listening. I made sure to show different voices as an example when reading out of the book. This helped the students see how they could alter their voice when they are acting as a different character.

- I was very organized for this lesson. I had the parts of the play picked out for the students. I had them written on a sticky note for them to have on their desks. This helped them remember what parts they were playing. We only had to stop once or twice because someone did not look to see if it was his or her turn.

- The students really enjoyed answering the question of the week. They liked putting then on Halloween shapes. This question tied into the story. After we read the story, the students really thought deeper about the question and put reasoning behind their answers.

Improvements:- During the lesson, I had one student whose behavior came out. Because I could not spend all the lesson

trying to get him/her to follow along or participate, I asked him if I could read his part for him. He said it was okay so I helped him follow along by following the words with my finger. When his part came up, I read it for him and acted it out.

- The story had more characters than the amount of students in the class. All of the students but one had two parts. Some of the student complained because they did not get the part that they wanted. I explained to them the parts were drawn, that it was a fair way of giving out parts.

- The students had a hard time following along when the CD was reading the play. Two students kept on putting their heads down and did not want to follow along. The students were bored and did not want to listen to the story anymore. I told them that we would be acting the play out after we read the story once so they needed to follow along so they could see all of the parts.

Revisions:- If I were to do this lesson again I would act out bad speaking and listening skills. I would then have the

students act out good speaking and listening skills. I think it would be good for the students to see these bad skills so they know what not to do when they should be speaking or listening.

- If I were to do this lesson again I would tell the students their parts before we listened to the play on the CD. This way they could hear how each character’s part was said. They would become more familiar with their parts. Then, they would most like follow along better when the story was read from the CD.

- If I were to do this lesson again, I would make posters of the speaking and listening skills to hang up in the classroom. The students could then be reminded of them throughout the lesson and after the lesson. This would help promote better communication in the classroom.

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Lesson #5


Teacher Candidate Name: Allison DockterGrade Level: 2nd GradeSubject: Social Studies Date: 10-31-17

PLANNINGList the Common Core/State Standard(s) to be addressed in this lesson.2.G.1.1 Construct and explain a map that includes directions, labels, and a key.

Rationale (cite theories or theorists):Piaget says schema plays an important role in connecting new knowledge to existing schema. He also says students learn better by doing rather than by being told what to do. Throughout this lesson, students are given multiple opportunities to practice. Students have to use higher-level thinking when determining what the correct spellings of the words are.

List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable, time bound). Use the following format: “Students will be able to…”Students will be able to find a location on a map, as well as explain a map key.


Students will learn how to give proper directions to their home. This will provide the students with the knowledge needed to travel and find their destinations with using a map and directions throughout their lives.


Paper Coloring utensils Textbooks

TechnologyDescribe the instructional and/or assistive technology that you plan to incorporate into the lesson and explain how it will enhance instruction and student learning.-We will use the SmartBoard to display the compass rose. The students will come up to the rose and touch the correct directions in front of the class.

AccommodationsDescribe the accommodations/differentiation/modifications you will use to meet the needs of all learners and accommodate differences in students’ learning, culture, language, etc. * -Students will be prompted when trying to answer a question if they are stuck. -I will be walking around the classroom the whole lesson to make sure the students are working on their assignment

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and assessing them as they work.


Students will be asked the following questions: 1. What is a map?2. How do you know what a map shows?3. What is a map key?


What is a map? What does a map show?

What is a map key? What is a compass rose?

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I will continue with the lesson. Since a majority of the class knows what a map is, I will not spend as much time on that. I will spend more time talking about what a map shows, what a map key is, and what a compass rose is.


Student’s behaviors will be monitored throughout the lesson. If a student is not following directions after 2 prompts, they will have their clothespin moved down on their behavior chart. If they are doing everything they are asked, following directions right away, and working as they are instructed to, they will get their clothespin moved up. If a student is given a direction such as “write you name on your paper and put your pencil down” and they follow the directions I will say, “I like how (student’s name) followed my directions” to encourage others to do the same. A close eye will be kept on the two students on IEP’s because sometimes they have bad behaviors come out during lessons.

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Implementation“I Do”(Teacher introduces lesson and models expected outcome(s) of learning objectives)Describe what instructional strategies you will use to model/explain/demonstrate the knowledge and skills required of the objective.

Lesson Opener: I will ask all students to stand up and face the front (South). I will explain that we will be playing ‘Simon Says’ while using directions. For example, take one step north. The students will take one step north and wait for the next direction to be called. There will be around eight different actions/moves to perform.

By the end of the lesson, students will be able to create their own map showing how to get from one location to another.

I will explain how to read a map using a map key and compass rose. I will then explain what intermediate directions are and what relative and absolute location means.

“We Do” (Teacher engages students in guided practice) Describe the learning activities you will use to provide students multiple opportunities to practice the skills and content needed to meet the learning objective(s).First, I would have the students find the compass rose in their books. One will be on the smartboard as well. I will begin by saying a direction and have everyone point to that direction. I will then say each of the 8 directions and have the students show by pointing in their books and allowing one student to show each on the smartboard. This allows the students on IEPs to participate and learn as well. Once the students understand the directions, I will then have them show the opposite directions. If I say north, the students will point to north and then I will tell them to show me the opposite. They would then slide their finger across the compass rose to show us the opposite direction.

“You Do” (Students engage in independent practice)Describe what the students will do to independently practice the knowledge and skills required by the lesson objectives? I will show them the map title, compass rose, map key, highlighted route, and explain the directions clearly. They would be asked questions about our map to see if they understand how to read it.

The students will create their own map showing how to their desk from the classroom door. They will need to have a map title, compass rose, map key, and be able to explain the directions clearly. I will show them my map of the classroom. On my map, I will point out the map title, map key, compass rose, and how I got to my desk to the students.

Lesson ClosingDescribe how you will reemphasize the lesson objective(s) and any skills/content that were taught in an interactive manner (whole/small group, etc.).We will review the cardinal directions and ask volunteers to show their map and describe it to the class.


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Map title Clear and clever title captioning the map such as “Ms. Dockter’s Fun Adventure in the Classroom”

General title such as “The Classroom”

No Title

Compass Rose Has all 8 directions. Has 4 main cardinal directions

No directions

Map Key Includes tables, desks, sink, door, bookshelves, and 3 more of their choice.

Includes tables, desk, sink, door, and bookshelves.

Includes tables and desks.

Highlighted Route Colorful and easy to follow

Messy, black route No route

Clear Directions Can explain their map using the directions.

Can explain directions but are unclear.

Provides no directions.

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By the end of this lesson, 8 of the students could tell me what a map is, what a map shows, and what a map key is. Seven students could tell me what a compass rose was. All of their maps had a map key and a compass rose. There was one student would could not explain what any of these were. This student is one of the students on an IEP and he/she struggled with the whole lesson.


Strengths:- I think the game we played at the beginning of the lesson was a great lesson opener for the students. They

really enjoyed playing the game. They became familiar with the classroom and the cardinal directions. It was very interactive and the students enjoyed it because they got up and were moving around instead of sitting down in their seats.

- The students really enjoyed looking at the playground map displayed on the SmartBoard. They were able to look at the compass rose on the map and explain where things were located. The map had a fun map key and the students wanted to point things out on the map.

- The students were excited to create their maps. They created them from their perspective and could use the colors and shapes (for the map key) that they wanted. They enjoyed being able to use their own shapes and having the freedom to make their maps how they wanted.

- I think it was a good idea to have the students create the map of the classroom. I was originally going to have them draw a map of their room. If I did that, I would not have known if they drew it correctly. This way everyone had an alike map and they could see how everyone looked at the classroom.

Improvements:- At the beginning of the Simon Says game, the students struggled a little bit because they were unsure of the

directions. I should have reviewed the directions, or taught the directions prior to my lesson. - The students had a hard time understanding the difference between absolute and relative location. I tried

to explain how relative is an about location and absolute is an exact location like their home address. They had trouble understanding the difference.

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- The front row students had trouble getting started on their maps. I instructed them to begin drawing the walls and the doorway. They got distracted easily and did not work on their maps very much. It took them awhile to get their maps finished. I think I should have had everyone draw the walls and the doorway all together to help them get started.

-Revisions:

- If I were to teach this lesson again, I would break it into two possibly three different lessons. I would do one lesson over compass rose and map keys. I would do another lesson over absolute and relative location. I would then do an accumulative lesson in which they would make the maps as a final chapter lesson and assessment.

- If I were to do the lesson again, I would end the lesson by playing Simon Says again. The students really enjoyed playing that game. I think if we would have played the game after they were done making their maps, they would have wanted to complete their maps right away and not stall on finishing them.

- If I were to do this lesson again, I would print out a compass rose on a full piece of paper. It would just have the lines and not the directions. I would have the students write in the directions as we talk about them in class. I would have the students then have the students point to north and east on the paper. I would then have the students slide their fingers together and explain how that makes northeast. We would do that with each intermediate direction and I would have them write them all in as well.

Teacher Work Sample Scoring RubricStudent Teaching Experience

Teacher Candidate Name: _________________________________________________________________Semester: Spring Fall Year 20____Grade/Subject Area______________________________________________________________________

Task I: Professional Goal Setting

Components Advanced/Excellent4

Proficient/Competent3

Basic/Developing2

Below Basic/Needs Work

1

Professional Goal Setting and Reflection

Candidate identifies one well-planned goal and effectively communicates reasons/justifications for why s/he chose the goal.

Candidate provides a detailed action plan for the achievement of the goal and cites any specific resources s/he will use to enhance goal achievement efforts.

Candidate is highly effective at communicating any progress/growth made toward the goal in the reflection.

Candidate identifies one goal and communicates reasons/justifications for why s/he chose the goal.

Candidate provides an action plan for the achievement of the goal and cites resources s/he will use to enhance goal achievement efforts.

Candidate effectively communicates any progress/growth made toward the goal in the reflection.

Candidates identifies one goal but does not adequately provide reasons/justifications for the selection of the goal.

Candidate provides an action plan for the achievement of the goal but needs to work to develop a more specific list of resources to be used for achievement of that goal.

Candidate’s reflection on goal achievement is minimal and needs development.

Candidate does not identify a well-planned goal nor provide a reason for the selection of the goal.

Candidate does not provide an action plan for the achievement of the goal.

Candidate is not clearly able to reflect on his/her performance in the area of goal setting/achievement.

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Task II: Contextual Information

Components Advanced/Excellent4

Proficient/Competent3

Basic/Developing2

Below Basic/Needs Work

1

Contextual Factors

Candidate clearly identifies numerous contextual factors which may impact the instructional strategies, approaches, and assessments used to support their students’ learning.

Candidate identifies several contextual factors contextual factors which may impact the strategies, approaches, and assessments used to support their students’ learning.

Candidate identifies very few contextual factors which prohibits his/her ability to fully recognize any impact those factors would have had on potential strategies, approaches, and assessments used to support their students’ learning.

Candidate does not identify the contextual factors.

Task III: Instructional Design and Implementation Components Advanced/Excellent

4Proficient/Competent

3Basic/Developing

2Below Basic/Needs Work

1

Standards/Objectives

All lessons contains evidence of setting measurable objectives that are clearly aligned with specific state and/or national standard(s).

Lessons allow for numerous connections across the curriculum which serve to build understanding, and encourage application to real world issues.

Most lessons contains evidence of setting measurable objectives that are aligned with specific state and/or national standard(s).

Lessons allow for connections across the curriculum which serve to build understanding, and encourage application to real world issues.

Lessons contain minimal evidence of setting measurable objectives that are only somewhat aligned with specific state and/or national standard(s).

Lessons allow for very few connections across the curriculum which do not build understanding, nor encourage application to real world issues.

Lessons contain no evidence of setting measurable objectives and are not aligned with specific state and/or national standard(s).

Lessons allow for no apparent connections across the curriculum; students are not able to build an understanding or apply to real world issues.

Assessment

Incorporates a well-aligned pre-assessment to measure students’ prior knowledge of the learning objective and purposefully utilizes the results to inform planning/instruction for the lesson and post assessment.

Includes copies of the Pre- and Post-Assessments used.

Includes a copy of a high quality key/product to show desired outcome.

Incorporates a pre-assessment to measure students’ prior knowledge of the learning objective and somewhat utilizes the results to inform planning/instruction for the lesson and post assessment.


Includes a copy of a key/product to show desired outcome.

Incorporates a pre-assessment which partially measures students’ prior knowledge of the learning objective but fails to adequately utilize the results to inform planning/instruction for the lesson and post assessment.


Includes a copy of a key/product to show desired outcome.

Does not incorporate evidence of a pre-assessment to measure students’ prior knowledge of the learning objective.

Does not include copies of the Pre- and Post- Assessments used.

Does not include a copy of a key/product to show desired outcome.

Technology Purposefully and consistently incorporates the use of available technology to further enhance instruction in ways that authentically engage all students in the learning experience. For cases where technology is not utilized, candidate

Incorporates the use of available technology to somewhat enhance instruction in ways that engage most of the students in the learning experience. For cases where technology is not utilized, candidate provides an explanation.

Is still developing the ability to incorporate the use of available technology to enhance instruction in ways that engage the students in the learning experience. For cases where technology is not utilized,

Does not incorporate the use of available technology to enhance instruction nor provide an explanation for why technology is not utilized.

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provides a logical explanation.

candidate provides an explanation.

Differentiation, Accommodations, and Modifications

Purposefully adjusts instruction during lesson planning and implementation in order to significantly meet all of the identified needs of individuals, small groups or the class by including specific methods of differentiation, accommodations and modifications.

Adjusts instruction during lesson planning and implementation in order to meet some of the identified needs of individuals, small groups or the class by including general methods of differentiation, accommodations and modifications.

Attempts to adjust instruction during lesson planning and implementation but the differentiated instruction, accommodations and modifications used do not fully meet the identified needs of individuals, small groups or the class.

Does not adjust instruction during lesson planning and implementation in order to meet the identified needs of individuals, small groups or the class. No differentiation, accommodations and modifications present.

Management

Numerous management/motivational strategies are clearly identified and rationale provided for how these strategies serve to significantly enhance both student engagement and learning.

Management and motivational strategies are identified and rationale is provided for how these strategies enhance student engagement and learning.

Management and motivational strategies are not clearly identified and rational is lacking evidence of how these strategies fully serve to enhance student engagement and/or learning.

Management and motivational strategies to enhance student engagement and learning are not identified.

Lesson Implementation

(I Do/We Do/You Do)

Purposefully activates student interest by consistently including a highly-effective/engaging introduction and closing.

Effectively introduces and repeatedly reinforces the learning objective(s) so that students are cognizant of expected outcomes.

Presents all content in a sequential manner and provides numerous opportunities for modeling and practicing the skills and content needed to meet the learning objective(s).

Consistently checks for student understanding throughout the entire lesson cycle and provides detailed evidence of re-teaching/remediation where necessary.

Includes numerous detailed reasons for why the instructional strategies and learning activities chosen for the lessons are developmentally appropriate (claims are supported by relevant theory/research that is clearly cited).

Activates student interest by including an effective/engaging introduction and closing.

Introduces and reinforces the learning objective(s) so that students are cognizant of expected outcomes.

Presents all content in a sequential manner and provides opportunities for modeling and practicing the skills and content needed to meet the learning objective(s).

Checks for student understanding throughout most of the lesson cycle and provides evidence of re-teaching/remediation where necessary.

Includes reasons for why the instructional strategies and learning activities chosen for the lessons are developmentally appropriate (claims are somewhat supported by relevant theory/research that is cited).

Attempts to activate student interest but needs to work to develop a more effective lesson opening and closing.

Needs to be more purposeful about introducing and reinforcing the learning objective so that the students are cognizant of expected outcomes.

Content is not always presented in a sequential manner and candidate needs to provide more opportunities for modeling and practicing the skills and content needed to meet the learning objective(s).

Checks for student understanding throughout most of the lesson cycle and provides little evidence of re-teaching/remediation where necessary.

Includes reasons for why the instructional strategies and learning activities chosen for the lessons are developmentally appropriate (claims are not sufficiently supported by relevant

There are no clear attempts to activate student interest. Candidate does not include evidence of an effective opening and/or closing.

Learning objective is not reinforced throughout the lesson.Content is not presented in a sequential manner and candidate does not provide evidence of allowing opportunities for modeling and practicing the skills and content needed to meet the learning objective(s).

Candidate does not check for student understanding throughout the lesson cycle and there is no evidence of re-teaching /remediation.

Does not includes reasons for why the instructional strategies and learning activities chosen for the lessons are developmentally appropriate (claims are not at all supported by relevant theory/research nor sufficiently cited).

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theory/research nor sufficiently cited).

Analyzes

Includes professional-quality table/charts/graphs which clearly show post assessment results (and pre-post comparison if applicable)

Provides detailed description of the post assessment results which thoroughly addresses all of the following items :

students’ progress toward mastery of the objectives from pre-to-post

factors that may have affected the post assessment results

how the results of the post assessment highlight what areas of the lesson will

require re-teaching (if any)

Includes average-quality table/charts/graphs which show post assessment results (and pre-post comparison if applicable)

Provides a description of the post assessment results which somewhat addresses most of the following items:



how the results of the post assessment highlight what areas of the lesson will

require re-teaching (if any)

Includes poor-quality table/charts/graphs which do not clearly show post assessment results (or pre-post comparison if applicable)

Provides a weak description of the post assessment results which does not adequately address the following items:



how the results of the post assessment highlight what areas of the lesson will require re-

teaching (if any)

No quality table/charts/graphs which show post assessment (and/or pre) results.

Does not provide a description of the post assessment results is weak and illogical and does not address all of the following items:



how the results of the post assessment highlight what areas of the lesson will require re-

Lesson Reflection: Successes

Identifies, describes, and explains more than two relevant successful teaching strategies and provides detailed supporting evidence for why they were effective.

Identifies, describes, and explains two successful teaching strategies and/or provides supporting evidence for why they were effective.

Identifies, describes, and explains only one successful teaching strategy and/or provides only minimal supporting evidence for why it was effective.

Fails to adequately identify, describe, or explain successful teaching strategies and provides no supporting evidence.

Lesson Reflection: Challenges

Identifies and describes more than two challenges encountered throughout lesson.

Identifies and describes two challenges encountered throughout the lesson.

Identifies and describes only one challenge encountered throughout the lesson.

Fails to adequately identify, describe, or explain challenges encountered throughout lesson.

Lesson Reflection: Improvements

Identifies and describes more than two significant ideas for redesigning the lesson and provides full details to support the redesign.

Identifies and describes two ideas for redesigning the lesson and provides details to support the redesign.

Identifies and describes one idea for redesigning the lesson and provides very minimal details to support the redesign.

Fails to identify and describe an idea for redesigning the lesson and/or provides no details to support the redesign.

Overall Professional Quality of Teacher Work SampleComponents Advanced/Excellent

4Proficient/Competent

3Basic/Developing

2Below Basic/Needs Work

1Writing Skills Content Organization:

All formatting requirements followed: (Cover page, references/credits, font and spacing, anonymity)

Paper is well organized with clarity of thought and purpose.

Content Organization:

All formatting requirements followed: (Cover page, references/credits, font and spacing, anonymity)

Paper is organized.


Most formatting requirements followed: (Cover page, references/credits, font and spacing, anonymity)

Paper is somewhat organized but candidate


Few formatting requirements were followed: (Cover page, references/credits, font and spacing, anonymity)

Paper requires much better organization of

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needs to continue to develop communicating thought and purpose.

content and candidate needs to significantly develop in the area of communicating thought and purpose.

Conventions:

Writing has very few errors in spelling, grammar, punctuation, and/or sentence structure.

Conventions:

Writing has only occasional errors in spelling, grammar, punctuation, and/or sentence structure, but does not significantly detract from overall quality.

Conventions:

Writing has frequent errors in spelling, grammar, punctuation, and/or sentence structure, and this somewhat detracts from overall quality.

Conventions:

Writing has numerous errors in spelling, grammar, punctuation, and/or sentence structure, errors which significantly detract from overall quality.

Overall Quality:

Professionally written, high-quality paper.

Overall Quality:

Adequately written, average quality paper.

Overall Quality:

Writing and quality of paper are in development but resubmission is not required.

Overall Quality:

Poorly written, low-quality paper. Resubmission required.

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Documents

allisondockter.weebly.com · Web viewDuring my student teaching experience, my goal is to develop effective classroom management. I will develop my own procedures and expectations