Northern State University Student Teaching Experience Teacher Work Sample Spring 2017

Northern State University
Student Teaching Experience

Teacher Work Sample
Spring 2017
Candidate Name: Emma Wik

Candidate Phone Number:
Candidate ID Number:
Name of School where data

was collected:
Subject/Content Area: Math, Social Studies, LA, Phonics

Grade Level: 4th Grade
Date Submitted: May 1, 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: _ ___Emma Wik _____(electronic submission)
Copyright 2015 Educational Testing Service. The ETS Praxis Performance

Assessment (PPAT) Contextual Factors Chart and Lesson Plan Format are modified by
permission of ETS, the copyright owner.
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Description
A 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 Reflection

II. Contextual Information
III. Instructional Design and Implementation (five lessons)
Format
Ownership: Complete the cover page verifying the TWS to be your own authentic work.
References and Credits: If you refer to another persons 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.
An electronic copy of your completed TWS must be submitted to:
Your university supervisor (discuss the format)

D2L for Student Teaching (488) course
Your electronic portfolio/professional website (please remember to remove the cover page with
identifying information before posting).
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Task I: Professional Goal Setting (Goal Statement and Action Plan due week 2; Goal
Reflection due week 10).
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 Potential Category Outcomes Description

Framework Categories
(You will choose one of these outcomes
as the basis for your goal)
Knowledge of Self as an Respect and Concern for Students Knowledge of Self as an Individual
Individual recognizes the educators influence in the
lives of students and emphasizes the
importance of building trust relationships,
Commitment to Health and Safety and setting positive examples.
Knowledge of the Learner Developmental Needs Knowledge of the learner focuses on an

understanding of growth and development
of learners in the contexts in which
development takes place and an
Student Diversity 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 Pedagogical Knowledge includes those

principles and strategies necessary for
Implementation effective teaching, including the planning,
implementation, and assessment of
Assessment instruction, classroom management and
organization, knowledge of curriculum and
Classroom Management and Organization
instructional materials, and integration of
Instructional Materials and Technology technology.
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Knowledge of Self as a Parent and Community Involvement Knowledge of Self as a Teacher and
Teacher and Member of a Member of a Learning Community calls for
Learning Community Commitment to Teaching a collaboration among teachers, students
and their families and communities that
Interpersonal Relations embraces diversity, promotes a positive
sense of personal identify, and enhances
Professional Growth and Development
the possibilities for academic success.
Conceptual Framework Goal Statement, Action Plan, and Reflection:
Identify the Framework Category to which your goal aligns:
Knowledge of Pedagogy
Identify the specific Category Outcome you will use to determine your goal:
Instructional Materials and Technology
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.
My goal is to strengthen my technology skills and incorporate technology into my
teaching.
There is always room for improvement in the area of technology as it is ever-
changing. I have had little experience independently using technology in the classroom.
It is my goal to enhance my technology skills as I believe it can improve instruction and
expand student learning. I hope to improve as an educator through the use of
technology. I believe all types of learners can benefit from technology and therefore it is
important to use technology to aide my teaching.
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Describe the action plan (steps/strategies and resources) required to accomplish this goal:
The school provides each classroom with a Promethean Board placed at the
front of the classroom. My action plan is to incorporate technology in every lesson plan I
create and teach. I will prepare parts of my lessons to be presented from the
Promethean Board. I will use this technology to aide and guide my lessons as I teach.
Technology can spark interest in students and make lessons more exciting. As an
educator it is important to be up to date with technology and use it to its fullest potential.
Reflect on your progress/growth toward achieving this goal (this section due by week 10):
I successfully incorporated technology into all of the lesson plans. I have become more
confident with technology over the past 10 weeks. I have witnessed first hand how
beneficial technology can be to instruction in the classroom. I used the Promethean
Board to aide all of the lessons. I presented practice problems and story problems from
the Promethean board on a daily basis. It was great to be able to prepare the flipcharts
ahead of time for lessons at home. Students were able to interact with the guided
practice during my lessons because of the Promethean Board. I was able to make
flipcharts on the board that were colorful and inviting, catching the students attention. I
was able to learn extras the board had to offer; such as hiding question answers or
making them appear. The extras always got the students excited, engaged, and
anticipating questions and answers. I value my new knowledge of technology and cant
wait to continue to further my skills.
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Task II: Contextual Information (due week 2); 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 4th Grade

(All subcategories listed in this box are required.)
Piagets Concrete Operational Stage
Ages 9-10
Competitive and Active
Students grade and developmental levels; the age range Developing empathy and social skills
of students; the content area being taught; any other Group and independent work
factors that are pertinent to understanding your class
assignment
Language Arts:
Independent reading
Use references and research tools
independently Organize information and
use context clues
Develop a writing style
Math:
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Begin Geometry
Working with measurements, division,
multiplication, fractions, and decimals
Social Studies:
South Dakota History
Science:
Matter and its states, the Solar System,
Forms of Energy
Community Rural school district
(e.g., whether the area is urban, suburban, or rural;
Total Schools: 1
socioeconomic information; census data for the Population: 1,833
community) Estimated per capita income:
Approximately $21,500
Unemployed: 4.5%
Caucasian: 94.8%
District Rural school district
(e.g., enrollment; percent of students receiving free or
Enrollment: 587
reduced-priced lunches; graduation rates; ethnicities; % receiving Free or Reduced lunches:
percent of students with IEPs; percent of students who are 25.7%
ELLs; per-pupil expenditures) Graduation Rate: 97-100%
Ethnicities: 17.71%
Students on IEPs: 14%
ELL students: 0%
District Attendance Rate: 96.3%
School Enrollment Pre-K 12th grade: 587
(e.g., enrollment; percent of students receiving free or
reduced-priced lunches; ethnicities; percent of students % Receiving free or reduced lunches:
with IEPs; percent of students who are ELLs; teacher-to- 25.7%
student ratio)
Ethnicities:82.29% Caucasian, 42
students/17.71% Other (Native American,
Hispanic, Asian)
Graduation Rate: 97-100%

Average Number of Graduates: 27
Students on IEPs: 14%
ELL Students: 0%
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Teacher to Student Ratio:
Elementary 20 to 1
Middle School- 20 to 1
High School- 20 to 1
Classroom Demographics 24 Students
(e.g., ethnicities; gender ratios; special needs, including
9 Girls / 15 Boys
those of gifted students, those of students physical needs,
and those due to cultural characteristics). Student with IEPs: 0%
Special Needs: 0%
Physical Disabilities: 0%
Gifted Students: 0%
Students with Cultural Differences: 0%
97% Caucasian
2% Native American
1% Other
Knowledge of Students 6 Total Title Students: Students are pulled
(in terms of the whole class and individual students)
for an hour a day to work with Title
teachers on Math and Reading
3 Students: Math and Reading
(e.g., language needs; approaches to learning; prior 2 Students: Reading
learning and experiences; academic 1 Student: Math
proficiencies/behavioral differences; areas of interest).
2 gifted readers: given more challenging

books for guided reading
1 student with ADHD: extra help and

frequent contact with guardians
Task III: Instructional Design and Implementation (due week 10)

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)
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To complete this task refer to the Common Lesson Plan Template. You will complete the Common
Lesson Plan Template (below) for 5 different lessons, 3 of which must be lessons that were observed
by your university supervisor.
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Teacher Candidate Emma Wik
Name:
Grade Level: 4th
Subject: Language Arts
Date: Wednesday, February 22, 2017
Millicent Atkins School of Education: Common Lesson Plan

Template
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson:
CCSS.ELA-Literacy.L.4.2
Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
CCSS.ELA-Literacy.L.4.2.a
Use correct capitalization.
CCSS.ELA-Literacy.L.4.2.b
Use commas and quotation marks to mark direct speech and quotations from a
text.
List the Learning Objective(s) to be addressed in this lesson. Use the following
format: Students will be able to
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Students will be able to use correct punctuation within their writing. Students will
be able to find and correct punctuation mistakes within a text.
Describe how the objective is relevant to students lives.
Correct punctuation is vital for successful communication with others.
List the words relevant to the content area that you will either introduce and/or
review during your lesson.
Dialogue, Quotation Marks
List the materials you will need to teach the lesson.
Promethean Board, personal white boards and markers
ASSESSMENT
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.
I have attached my pre-assessment at the end of the lesson plan. The pre-
assessment will be given to the students before my instruction begins. The
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assessment consists of four sentences that all contain one or more punctuation
errors. Students will be asked to find the errors and rewrite the sentences using
correct punctuation.
APPENDIX: Include a blank copy of the lesson pre-assessment. (if applicable)
Is your pre-assessment included at the end of this lesson plan?
Describe the timeline as to when you plan to administer the pre-assessment?
(Recommended timeline is a minimum of two days prior to teaching your lesson).
I will present my lesson on a Wednesday. The pre-assessment will be completed by
the students the Monday prior to my lesson.
Create and insert a table/chart/graph that shows the pre-assessment data results.
(if applicable)
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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.
I learned from grading the pre-assessment that each student has had some form
of background with punctuation in dialogue. The lowest score on the pre-
assessment was 6 out of 10. Four students scored 100%. Though the students
have had some prior practice with the punctuation, I witnessed a similar pattern of
mistakes while grading the pre-assessment. This helped me to know which rules of
punctuation and dialogue to highlight and focus on during my instruction.
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.
Is your post-assessment included at the end of this lesson plan?
APPENDIX: Include a copy of a Key/Product (completed by you, the teacher) which provides a model
of the desired outcome.
Is your key included at the end of this lesson plan?
TECHNOLOGY
Describe the instructional and/or assistive technology that you plan to incorporate
into the lesson to enhance instruction and student learning.
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I will use the Promethean Board during my instruction. I will use it to present
examples of correctly and incorrectly punctuated sentences. The Promethean
Board will assist me with introducing new vocabulary and giving visual examples
of correct punctuation within dialogue.
ACCOMMODATIONS
Describe the accommodations/differentiation/modifications you will use to meet
the needs of all learners and accommodate differences in students learning,
culture, language, etc. * Be sure that these accommodations are based on what
you identified/described in your contextual information (Task II).
There are no significant accommodations for any students in my class as they are
not needed.
If any special circumstances come up, I will be prepared to accommodate them.
A students desk is placed at the front of the room for visual purposes. If I am
concerned about any other students hearing or visual needs I will be prepared to
make an accommodation.
MANAGEMENT
Identify 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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During instruction I will watch for the engagement of each student. I will make
sure everyone gets a chance to be involved during my lesson.
During the students independent work time I will be walking around answering
any questions.
I will be monitoring students work and making sure they are on task and working
efficiently.
I will also be monitoring their progress. If I see a student struggling I will give them
encouragement to move forward with their work. I will make myself available for
help or reminders the students may need on rules and concepts we have just
learned.
LESSON IMPLEMENTATION
I Do
(Teacher introduces lesson and models expected outcome of learning

objectives)
Describe how you will activate student interest and present the learning objective
in an engaging way (this is your lesson opening).
I will capture the students attention by explaining punctuation in dialogue and
asking the students to share examples they have seen or used in the past. (books,
poems, text book)
I will present the slideshow I have developed introducing new vocabulary on the
Promethean Board.
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Describe how you will communicate (to students) how the objective is relevant to
their lives.
I will share the importance of punctuation by giving the students examples of
incorrectly punctuated sentences and correctly punctuated sentences. I will have
these examples on the Promethean Board. They will be able to visually see how
punctuation organizes a text and makes it easier to read. Without punctuation
texts would be a jumble of meaningless words.
Describe what instructional strategies you will use to model/explain/demonstrate

the knowledge and skills required of the objective. (cite theories/theorists)
I will use Vygotskys Zone of Proximal Development and Scaffolding to guide my
instruction. I will give students the support and guidance they need to
independently accomplish the learning objective for my lesson.
Describe how you will check for students understanding before moving on to
guided practice.
I will ask the students to remind me of the punctuation rules we just learned. We
will briefly review them before moving forward.
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 asked to turn to their desk buddy. (They are in pods of two.)
Every students will have a personal marker board and marker. Each student will
have a chance to say a few short sentences to their partner. The partner who is
listening will write down on their board what the other partner says. They will be
sure to use correct punctuation. We will take a few minutes to discuss the
experience.
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Describe how you will check for students understanding before moving on to independent practice.
I will review example questions on the Promethean Board before having the
students move on to independent practice. Students will have a chance to visually
see incorrectly and correctly punctuated sentences. We will go on the fix the
incorrect example sentences as a class.
I will be sure to go over the instructions of the assignment to make sure the
students have a clear understanding of what is expected of them.
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? (this is the post-assessment)
Students will be given the post-assessment to complete. (same as the pre-
assessment/attached below)
Students will also be given a short assignment to complete out of their textbook.
Pg. 350-351 #1-15 (attached)
To complete the assignments student will need to add quotation marks, commas, capital
letters, and rewrite sentences.
APPENDIX: Include a blank copy of your post-assessment.
Is your BLANK COPY of the post-assessment included at the end of this lesson
plan?
Lesson Closing
Describe how you will reemphasize the lesson objective and any skills/content that
were taught in an interactive manner (whole/small group, etc.).
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I will ask for students to give me examples of why punctuation is important.
I will ask the students to tell me the three main rules we just learned.
1. Quotation marks are the beginning and end of a persons exact words.
2. Begin a speakers words with a capital letter.
3. Begin a new paragraph when a new person speaks.
ANALYZE
(This portion may only be done after the post assessment is collected/scored.)
Describe the results of the Post-Assessment and be sure to address the following:
Students progress from pre-to-post assessment. (if applicable)
Factors that may have influenced the post assessment results.
How the results of the post assessment highlight what areas of the lesson will
require re-teaching (if any).
If applicable, insert a table/chart/graph (below) that shows the post-assessment data results. If you
used the same document for both the pre and post assessments, it is strongly encouraged that you
show the comparison.
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Description:
Students showed significant improvement from their pre-assessment to their post-
assessment. 19 out of 24 students scored 100%. The rest of the students only
received 1 wrong on their post-assessment. Errors made were punctuation rules
that were not taught within my lesson. Example: Dad said, Its a nice day out.
Students were missing the comma after Dad said. This was not a punctuation rule
covered in my lesson, but it is a rule students should have known. I will be sure to
refresh students of this punctuation rule during our next lesson.
REFLECT
List and describe two things you feel you did well to plan, implement, or assess instruction
(successes).
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questions before beginning their homework assignment. It was a great way to
prevent confusion and common mistakes on the homework assignment. The
marker boards kept the students active and focused during my lesson.
I feel that I did a better job of managing the classroom compared to past
experiences. In the past I have been concerned with myself and my own actions
during instruction. I felt that I was able to better manage what the students were
doing and focus less on my own actions. I was able to watch who needed help or
who was not paying attention, while also focusing on my own instruction. I felt
more confident and able to note my surroundings while teaching.
List and describe two things you feel were challenges during the planning, implementation and/or
assessment of the lesson.
I had technical difficulties during my lesson that I was not prepared for. My
slideshow was presented on the Promethean Board but would not register my
touch. I had to manually flip to the next slide by going over and hitting the arrow
on my laptop. I believe I sustained flow but I may have looked shocked or
surprised when the problem first presented itself.
I feel I could have given clearer instructions about the white board activity. I felt
prepared beforehand but noticed some of the students were confused. I had to
repeat instructions to certain individuals. Looking back I could have made my
instructions clearer and the students would have felt less confused and ready to
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participate. We did not have much time to work with the white boards so it would
have been beneficial for me to have had more evident instructions from the
beginning.
List and describe two ideas for redesign you would make if you were to teach this lesson again.
I would have liked to give students more time for practice and sharing. It would
have been nice to hear from the students and given them more time to ask me
questions. I would have liked to have given them more time to work with their
white boards as well. We were crunched for time as they had a large assignment
due. If I would redesign my lesson and do it again I would account for more
practice and sharing with the white boards as I believe it is a great learning tool for
the students.
If I could redesign my lesson I would fit in time to review old punctuation rules.
None of the new punctuation rules were missed on the post-assessment but past
punctuation rules were. I could have prevented these errors by reviewing and
highlighting past rules.
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Pre-Assessment/Post-Assessment
Name_____________________
Correct the punctuation errors in each sentence. Rewrite each

sentence on the lines given.
1. There are so many decisions to make Jenny said.
___________________________________________________________
2. That will work out well for us, Dad answered
___________________________________________________________
3. Jordan asked where is my lunch box?
____________________________________________________________
4. We have been looking forward to this trip all year, Mom said.
____________________________________________________________
Pre-Assessment/Post-Assessment Key
Name_____________________
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Correct the punctuation errors in each sentence. Rewrite each
sentence on the lines given.
1. There are so many decisions to make Jenny said.
____There are so many decisions to make, Jenny said.___
2. That will work out well for us, Dad answered
___ That will work out well for us, Dad answered.__________________
3. Jordan asked where is my lunch box?
____ Jordan asked, Where is my lunch box? _____________
4. We have been looking forward to this trip all year, Mom said.
___ We have been looking forward to this trip all year, Mom
said.____
Post- Assessment Pages 350 and 351 #1-15
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Name:
Subject: Math
Date: Friday, March 8, 2017

Template
PLANNING
4.G.1
Draw points, lines, line segments, rays, angles (right, acute, obtuse), and
perpendicular and parallel lines. Identify these in two-dimensional figures.
Students will be able to learn geometric terms to describe parts of lines and types
of angles.
Students are surrounded by angles in everyday life. Student will find importance in
learning about angles as they are used for navigation, architecture, and geometry.
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ray, angle, right angle, acute angle, obtuse angle, straight angle
Promethean Board, clock, personal whiteboards and markers
ASSESSMENT
the lesson.
I developed a pre-assessment that introduces the new vocabulary with its visual
match. Students will be instructed to draw a line from the vocabulary term to its
correct match. Terms include: straight angle, obtuse angle, ray, line segment, right
angle, and acute angle. (attached below)
X Is your pre-assessment included at the end of this lesson plan?
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Students will receive and complete their pre-assessment on Monday. I will teach
the lesson on the following Wednesday.
(if applicable)
Insert an image of your table/chart/graph here.
Description:
Click or tap here to enter text.
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According to the pre-assessment results, students had some background with the
geometric terms. Students were introduced to these terms last year in 3rd grade.
13 of 24 students received 100% on their pre-assessment. 11 students received 2
or more wrong. I will take note of students who missed a majority of the pre-
assessment and make sure they have clear understanding during my instruction. It
is clear to me which terms are more confusing than others. I will be sure to go over
these specific terms with more detail.
lesson.
X Is your key included at the end of this lesson plan?
TECHNOLOGY
I will have a slideshow prepared to bring up on the Promethean Board. I will have
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pictures of real life examples relating to the new terms. (example:
windmill=obtuse angle) As a class we will decide which term fits with each picture
and why.
ACCOMMODATIONS
One student is specifically placed at the front of the room as they have a hard time
giving their full attention during instruction. When needed, nonverbal cues will be
used as reminders to this student to zone in and pay attention.
make accommodations.
MANAGEMENT
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behavioral/developmental needs in order to keep students on task and actively engaged
throughout the lesson.
During the students independent work time I will be walking around answering
any questions.
I will be monitoring students work and making sure they are on task and working
efficiently.
I will also be monitoring their progress. If I see a student struggling I will give them
encouragement to move forward with their work. I will make myself available to
give help and reminders the students may need on rules and concepts we have
learned.
I Do

objectives)
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the students excited to learn when I explain that we will be finding real life
examples within our classroom. Students will also be excited when I tell them they
will be using their marker boards for practice.
their lives.
I will take time to explain to the students how the vocabulary words we are
learning are an introduction to geometry. I will mention how what we are learning
now will be the foundation to what they learn in future classes. I will state the
importance of paying attention as we are going to be building off what we are
learning today for the rest of the year.(and into the future)

Students are in Piagets Concrete Operational Stage. I will consider the students
skill level and give them tasks suitable for this stage of development.
guided practice.
I will ask the students to draw each type of angle and line on their whiteboard. I
will check each student's answers/drawings and check for understanding. I will
make sure students have a clear understanding of the vocabulary before moving
on to guided practice.
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We Do
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).
I will make different types of angles with the large hands-on clock. As a class we
will decide which type of angles I make on the clock each time.
We will take time as a class to find each type of angle and line within our
classroom. Each student will have a chance to find a type of angle or line in the
classroom.
Describe how you will check for students understanding before moving on to independent
practice.
Finally, I will present my slideshow on the Promethean Board. Real life examples of
angles will be pictured. We will discuss each slide together as a class. I will check
for understanding and make sure each student is engaged before moving on to
independent practice.
You Do
Describe what the students will do to independently practice the knowledge and skills
required by the lesson objectives? (this is the post-assessment)
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Students will complete the post-assessment. This is the same as the pre-
assessment. Students will also complete questions 1-22 on pages 424 and 425 in
their math textbook. (attached below)
plan?
Lesson Closing
I will close my lesson by telling the students to go home and find angles and lines
in their own home. I will challenge the students to share what they have learned
today with their family at home. I will be sure to reemphasize the importance of
today's vocabulary as it is the foundation of what we will learn in future lessons.
ANALYZE
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If applicable, insert a table/chart/graph (below) that shows the post-assessment data results.
If you used the same document for both the pre and post assessments, it is strongly
encouraged that you show the comparison.
Description:
All 24 students received 100 % percent on their post-assessment. Students made
enormous improvement. The post- assessment made it clear to me that no further
instruction was needed.
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REFLECT
(successes).
I believe I had a great amount of variety in my lesson. I had numerous examples of
the new vocabulary to show the students. I had real life examples that the
students could make connections with.
Students were engaged during my lesson. Students were able to be active during
the lesson by finding examples of angles and lines within the classroom. Students
were engaged as they were not simply listening to me but participating in the
lesson.
List and describe two things you feel were challenges during the planning, implementation
and/or assessment of the lesson.
I ran out of time to have every individual student share an example they found of
angles and lines within the classroom. Between sharing and discussing every
student was actively engaged but not every student was able to share a specific
example. It would have been nice to have more time to discuss items found in the
classroom.
I was faced with the challenge of students talking to their neighbors during my
instruction. The students were excited about the activities and began talking to
their classmates. I could have managed this better by introducing guidelines
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before telling the students about the activities. I should have stated to the
students that they must listen quietly or they will not be participating in the
activities.
List and describe two ideas for redesign you would make if you were to teach this lesson
again.
If I could redesign my lesson I would have the students make angles and line types
with their bodies. Students would use teamwork and make the different types of
angles and lines on the floor. This would be a great way to get students actively
learning.
If I could redesign my lesson plan I would make a slideshow to introduce the
vocabulary. We verbally talked about the words and the students had the list of
words with their definitions in their textbooks. I would add to this and have a visual
slideshow. I would have the definitions with visuals next to them. It may be
beneficial for the students to see the definitions next to a visual.
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Name:
Subject: LA/Phonics
Date: March 15, 2017

Template
PLANNING
CCSS.ELA-Literacy.RF.4.3
Know and apply grade-level phonics and word analysis skills in decoding words.
CCSS.ELA-Literacy.RF.4.3.a
Use combined knowledge of all letter-sound correspondences, syllabication
patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar
multisyllabic words in context and out of context.
Students will be able to spell words accurately applying grade- level phonics.
41 | Page
Students must have a clear understanding of phonics rules to further their development in
reading and spelling.
Phonics, patterns, rhyming, decoding,
Promethean Board, letter cut-outs, personal white boards
ASSESSMENT
the lesson.
For the pre-assessment I will give the students a spelling test consisting of the
following words. (trout, amount,ground, tame, mistake, name, nature, mature,
ornament, placement, torment, culture) All of the spelling words contain a phonics
rule or word ending that I will be teaching about during my instruction. The pre-
assessment will give me an understanding of the students knowledge on the rules
being covered.
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I will give the pre-assessment two days before my lesson. (Monday)
(if applicable)
Students showed knowledge of the content on the pre-assessment. 10 students
received 100% on their pre-assessment. 7 Students received a 9/10. 2 students
43 | Page
achieved a score of 8/10, while the remaining 5 received a score of 7/10.
Some improvement is needed. I will be sure to thoroughly cover errors made in
the pre-assessment during my instruction.
lesson.
Is your key included at the end of this lesson plan?
TECHNOLOGY
I will have slides prepared to present on the Promethean Board. As students develop and
create words I will have them appear on the board. By doing this students will be able to
44 | Page
check their work and visually see the correct way to spell each word.
ACCOMMODATIONS
used as reminders to this student to zone in and pay attention.
MANAGEMENT
the lesson.
45 | Page
I will be monitoring each students work and making sure they are on task and
working efficiently.
I will also be monitoring their progress and watch for any students who are
struggling. I will make myself available to answer any questions and to clear up
any confusion.
I will make instructions clear and precise to prevent any confusion.
I will make rules clear before activities begin.
I will use words of encouragement to help students along.
I Do

objectives)
I will model the instructions for the work making game. I will make it clear to the students
what is expected of them during the activity.
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After the activity I will go over several phonics rules found in their list of words.
-Word endings -ment and -ture
-Vowel sound -ou
-Vowel- Consonant- e (flame)
-Rhyming words
their lives.
I will explain the importance of phonics and how it helps us decode and spell words.
Phonics is vital in the process of learning to spell and read the English language.

I will use Vygotskys Zone of Proximal Development and Scaffolding. I will give
students just enough instruction to get them started working independently on the
concepts being learned.
guided practice.
I will ask students to give me examples of words containing the phonics rules being
learned. By asking the students to give me example words not on their list I will be able to
see if the students are absorbing what is being taught and if they are ready to move
forward.
We Do
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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).
For guided practice we will be completing an activity called making words as a
class. Students will be given ten paper letters. With these letters students will
make words using hints I give them as a class. By the end of the activity students
will have made 15 different words using the letters in front of them.
Describe how you will check for students understanding before moving on to independent practice.
Students will be asked to write down each word they make as they complete the activity.
(separate sheet of paper) Students will refer back to this list when the activity is over. As a
class we will discuss phonics rules, patterns, rhyming, and word endings found in the list
words.
I will check for understanding by having the students write similar words using the same
phonics rules as the list words. (students will use personal white boards)
You Do
Students will complete a spelling test using words they have made and practiced
in the lesson and activity. This post-assessment will give me a clear view on what
phonics rules and patterns need more practice and which rules and patterns
students have accomplished.
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plan?
Lesson Closing
I will take a few moments to discuss the test. I will do a quick overview of the
lesson and the lesson objective. I will give students a chance to comment and ask
questions over the lesson. I will reemphasize the importance and purpose of
phonics when learning to read and spell.
ANALYZE
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Students showed significant improvement from the pre-assessment to the post-
assessment. 21 students received 100% on their post-assessment. The remaining 3
students scored 9/10. Alls students showed improvement in the content area.
REFLECT
(successes).
I believe I had great examples and models of the content. Students were able to visually
see correct answers and spelling words on the Promethean Board. Students were actively
engaged during this lesson with their personal white boards.
I believe my communication skills were good. I spoke with a confident voice and
explained instructions clearly. Students knew exactly what was expected of them when it
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came time for the activity and independent work.
I felt like I had to rush the end of my lesson. I was running out of time and crunched the
last part of my lesson.
It was challenging to finish on time and cover all the material.
Materials could have been distributed more efficiently. There was slight chaos when
retrieving white boards from the back room and cutting out letters for the activity. I could
have had a better plan when it came to the distribution of the materials. For example, I
could have handed the white boards out before the students entered the classroom. Doing
this beforehand would have also given me more time to teach.
If I could redesign my lesson I would break it up into two sections. I would have the
students do the activity earlier in the day and complete the lesson at a later time.
The activity took more time than I anticipated. We were rushed for time and I
could not go into detail on sections I normally would during the lesson. I wish I
would have had more time for instruction.
If I could redesign my lesson I would connect it to prior lessons students have
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done. It would have been great to have enough time to pull a story from their
reading book and go through it finding words that fit the phonics rules we cover.
52 | Page
Name:
Subject: Social Studies
Date: 4/7/2017

Template
PLANNING
4.H.1.2 Generate questions about multiple historical sources and their
relationships to particular historical events and developments
4.H.2.1 Explain the effects of conflicts and the establishment of reservations on
the American Indians culture
4.H.2.5 Describe how wars affected South Dakotans
4.H.4.1 Explain probable causes and effects of events and developments in South
Dakota 4.H.4.2 Explain factors affecting the growth and expansion of South Dakota
Students will be able to tell about the growth of South Dakota through fur trade and the
Black Hills Gold Rush.
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Students will be able to tell about conflict, war, and treaties between the Native
Americans and White settlers over South Dakota territory.
It is important for students to know the history of the state they are living in.
Everything we have today was developed through events in the past. Students
should be able to know and tell about how their way of life came to be.
Pierre, Yankton, Battle of Little Bighorn-Custer, Fort Pierre, Manuel Lisa, Fur
Traders, John B.S. Todd, Red Cloud, Struck-by-the-Ree, Treaty of 1868, Pony
Congress, Dakota Territory, Pierre Chouteau, Crazy Horse, Bozeman Trail,
reservations, Wild Bill Hickok, Calamity Jane
Promethean Board, Test, Unit 4 Review, Learning Targets, Pencil, Markers
ASSESSMENT
the lesson.
I have set up learning targets to discuss with the students before beginning the
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Unit. (attached at end) Each students will have their own sheet.
We will go over each target individually and students will check Green, Yellow, or
Red on their target sheets based on their own understanding. (Example Target: I
can tell about Dakota Territory's Pony Congress and the debate over the location of
the capital.)
Students will mark green for high understanding, yellow for moderate, and Red for
no understanding of the target. I will check for understanding based on how the
students marked their learning targets.
I will go over the learning targets I have prepared with my students the day before
I present the unit.
(if applicable)
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85% of the students marked either red or yellow on all of their learning targets. All
areas of the unit need to be clarified and covered.I will take into account all
learning target results when constructing my lesson.
lesson.
TECHNOLOGY
I will be using the Promethean Board to present my unit from www.sd4history.com. I
will be presenting Unit 4 from the website. I will use the Promethean Board to
present my lesson along with pictures of places, people, and objects we are
learning about.
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ACCOMMODATIONS
used as reminders to this student to focus on instruction.
MANAGEMENT
behavioral/developmental needs in order to keep students on task and actively engaged
throughout the lesson.
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any confusion.
I Do

objectives)
I will activate the students interests by asking about experiences students have
had regarding our state and its history. (example: visiting Mt. Rushmore, the
Badlands) I will get the students interested by explaining how we will be learning
about important people and events from our states history and the impact they
have had on our states development.
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their lives.
I will communicate the importance of knowing our state's history and
understanding events from the past and how they have impacted our lives today.

I will use Vygotskys Zone of Proximal Development to explain my teaching.
Students will be guided through instruction while completing work independently.
Students are able to complete the assignments with some guidance.
guided practice.
In a discussion format I will have students review and answer questions over the
content learned. I will make sure every students has an understanding of the
content before moving forward.
We Do
After reading about all the events that took place in South Dakota we will take
some time to talk about the major changes. (Examples: scarce buffalo, adding
reservations, gold, settlements, addition of white settlers, establishments of
towns)
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After discussing these changes we will take time as a class to develop a map
showing before and after the changes took place. Each student will have a piece of
paper; they will fold their paper in half and use one half to draw and color a map
of South Dakota before White settlers came. Students will use the other half to
draw and color a map including all of the changes that took place in South Dakota
after white settlers came. We will complete the maps step by step as a class.
practice.
Students are responsible for completing and including each step we go through as
a class on their map. I will check each student's map before allowing them to
move into independent practice. I will be checking the maps for neatness and
completion.
You Do
Describe what the students will do to independently practice the knowledge and skills
required by the lesson objectives? (this is the post-assessment)
Students will be completing a test for independent practice. I have attached the
test below.
The test consists of 17 questions covering information learned in the unit.
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plan?
Lesson Closing
I will remind the students of the importance of knowing our state's history. We
should take pride in our history and where we are from. It is important for us to be
able to answer questions other people may have about our state and its history.
I will leave time for any questions or comments over the test.
ANALYZE
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Description:
All students received a passing grade. Students showed weakness in knowledge of
the content on their pre-assessment. According to their post-assessment scores
they had gained a tremendous amount of knowledge and understanding over the
content from their pre to post- assessment. 29% of the students received 100% on
their test. 34% of the students only made one mistake on their test, giving them a
score of 17 out of 18. All students passed and showed great evidence of
understanding.
REFLECT
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(successes).
I believe I had great classroom management, I was able to practice non-verbal
cues with a few students during my instruction. Students picked up on these cues
and the instruction flowed smoothly. I was quick to adjust my teaching and
manage students who blurted or disrupted the class at some point during my
instruction.
I feel that I did a good job of using formative and summative assessment during
my teaching. Students were graded through observation, a test, class participation
and artwork. I observed and graded students in a variety of ways. This left the
students with many chances to prove to me that they had acquired the content.
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There was a large amount of group and class reading required for the unit. It was
hard to keep all 24 of the students focused during the reading time. Eyes often
wandered and many students had to be reminded to focus at some point during
instruction. It was challenging to keep students engaged during this portion of the
lesson.
It was challenging to get all 24 students to participate in the discussion. I could
have done better in engaging the students to participate in discussion and share
their thoughts and views. All students were listening during this time but not all
students shared in the actual discussion. I should have had specific guidelines for
participation during the discussion time.
List and describe two ideas for redesign you would make if you were to teach this lesson
again.
Looking back at my lesson I believe it would have been beneficial for students to
complete their maps independently rather than as a class. I would have been able
to evaluate each student and their results. It would have been a great constructive
thinking activity for the students as they would have developed their own ideas to
complete the map. I could have developed another activity to replace the map for
guided practice.
Although pictures were available online with the unit, it would have been great to
have some artifacts or pictures for the students to handle at their seats. If I could
redesign my lesson I would gather extra pictures and artifacts to share with the
class as we go through the reading section of the unit. Pictures and artifacts would
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have been a great way to keep the students attentive and focused as well.
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Pre and Post- Assessments
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Name:
Subject: Math
Date: 4-21-2017

Template
PLANNING
5.NBT.4 Use place value understanding to round decimals to any place.
Students will develop an understanding of place value and be able to round

decimals to any place.
Rounding and place value are a skills necessary for everyday life.
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Rounding
Whole number
Digit
Less than/Greater than
Place Value
Decimals
Promethean Board
Personal White Boards/Markers
Paper/Pencil
ASSESSMENT
the lesson.
My pre-assessment is a worksheet that consists of ten questions. To complete the
first 6 problems the students have to round each number to the place of the
underlined digit. There are 2 story problems that both ask the students to answer
2 questions. The worksheet totals 10 points. (attached at the end)
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Through the variety of questions on the pre-assessment I will be able to thoroughly
see the skills and concepts that need extra attention during my instruction time.
I will present my lesson on a Thursday. The pre-assessment will be completed by
the students two days prior to my lesson.
(if applicable)
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Students have some background knowledge of rounding decimals. 7 of 24
students received a 100% on their pre-assessment. There was a pattern of
common errors on the pre-assessment. I will be sure to cover the mistakes made
on the pre-assessment during my instruction and clear up any confusion regarding
the errors made.
lesson.
TECHNOLOGY
I will be using the Promethean Board to assist my instruction. I have a flip chart
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prepared with practice and example problems to practice as a class. For guided
practice students will answer the practice problems on their individual white
boards.
ACCOMMODATIONS
used as reminders to this student to focus on instruction.
MANAGEMENT
the lesson.
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any confusion.
I Do

objectives)
I will begin my lesson by asking the students if they are familiar with rounding
decimals. I will remind the students that we cover the topic briefly earlier in the
year and challenge them to do their very best.
their lives.
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The skill of rounding decimals is used in everyday life.I will discuss with the
students how we most commonly round decimals when estimating and using
mental math.

I will use Vygotskys Zone of Proximal Development and Scaffolding to guide my
instruction. I will give students the support and guidance they need to
independently accomplish the learning objective for my lesson.
guided practice.
As a class we will discuss place value and rules of rounding numbers. (example: 5
and above round up)
I will know through discussion if students are ready to move on to guided practice
or if more review is needed.
We Do
I will present my flip chart on the promethean board. The flip chart consists of a
variety of practice questions related to the lesson. The students will have a chance
to individually answer each questions on their personal white boards. After
students have had time to develop an answer we will discuss the correct answer
as a class.
practice.
I will be checking each student's practice question answers. I will make corrections
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where they are needed. I will be prepared with extra practice problems if I feel
they are needed before moving on to independent practice.
You Do
Students will be completing the post-assessment. (same as pre-
assessment/attached at end)
Students will also be completing 28 math problems located in their text book on
page 460. (attached at end)
plan?
Lesson Closing
I will leave time for any questions or comments the students may have.
I will reemphasize the importance of rounding decimals and how it can make math
and mental math easier.
I will also mark the importance of knowing how to round decimals for future math
concepts.
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ANALYZE
Insert an image of your table/chart/graph here.
Description:
Students showed great improvement when comparing the pre-assessment with
76 | Page
the post-assessment. 18 of the 24 students scored 100% on the post-assessment.
The other 6 students only received 1 wrong on their post-assessment. All students
showed improvement. Re-teaching is not necessary at this point.
REFLECT
(successes).
I feel that I did a great job of implementing active learning into my lesson.
Students were engaged in their learning as they used their white boards and
answered practice questions. Students had the chance to be involved and figure
out problems independently and as a class.
I believe my lesson was well organized. Everything was covered in an organized
way. Instructions for guided practice and independent practice were clear.
Students did not feel overwhelmed and had plenty of time to complete their
independent work.
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I believe I could have done a better job of adapting. There were a few unforeseen
questions I received from the students. I adapted my lesson to these questions but
feel like it could have gone more smoothly on my end.
I wish I would have given the students more time to work on the guided practice
problems. Looking back I felt rushed and did not give the students as much time
as I should have to work out the guided practice problems on their white boards. I
need to work on slowing down my instruction even when I feel rushed for time.
If I could redesign my lesson I would have the students work in partners and
develop practice problems with a key. Students would be able to share the practice
problems they created and we could use them to practice as a class.
If I could redesign my lesson I would have developed more story problems to
complete as a class during guided practice. We practiced mostly single decimal
rounding, but a large amount of the students homework was story problems
related to rounding decimals. Looking back it is so important for students to not
only know how to round a decimal but round a decimal in a story problem setting.
Story problems relate the math concept to real life situations. I should have used
more story problem examples during our guided practice.
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Pre-Assessment
Name____Key__________
Rounding Decimals
Round each number to the place of the underlined digit.
1. 23.7 = 24
2. 23.2 = 23
3. 22.4 =22
4. 457.02 =457
5. 444.799 = 44.8
6. 97.225 = 97.23
7-8. To round 64.81 to the nearest tenth which digit do you look at? What is 64.81
rounded to the nearest tenth?
The 1 in 64.81 and 64.8
9-10. The tallest giraffe in the zoo measured 17.45 feet. Round 17.45 feet to the
nearest whole number and to the nearest tenth place.
18 AND 17.5
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80 | Page
Teacher Work Sample Scoring Rubric
Student Teaching
Teacher Candidate Name:_________________________________________________________________

Semester: Spring Fall Year 20____
Grade/Subject Area______________________________________________________________________
Task I: Professional Goal Setting

Components Advanced/Excellent Proficient/Competent Basic/Developing Below Basic/
4 3 2 Needs Work
Candidate identifies one Candidate identifies one Candidates identifies one Candidate does not
well-planned goal and goal and communicates goal but does not identify a well-planned
effectively communicates reasons/justifications for why adequately provide goal nor provide a reason
reasons/justifications for why s/he chose the goal. reasons/justifications for for the selection of the
s/he chose the goal. the selection of the goal. goal.
Candidate provides an
Candidate provides an Candidate does not
Candidate provides a action plan for the
action plan for the provide an action plan for
detailed action plan for the achievement of the goal and
achievement of the goal the achievement of the
achievement of the goal and cites resources s/he will use but needs to work to goal.
Professional Goal cites any specific resources to enhance goal develop a more specific
Setting and Reflection s/he will use to enhance goal achievement efforts. list of resources to be
achievement efforts. used for achievement of
that goal. Candidate is not clearly
able to reflect on his/her
Candidate effectively performance in the area
Candidate is highly effective communicates any of goal
at communicating any progress/growth made Candidates reflection on setting/achievement.
progress/growth made toward the goal in the goal achievement is
toward the goal in the reflection. minimal and needs
reflection. development.
Task II: Contextual Information

4 3 2 Needs Work
Candidate clearly identifies Candidate identifies several Candidate identifies very Candidate does not
numerous contextual factors contextual factors contextual few contextual factors identify the contextual
which may impact the factors which may impact which prohibits his/her factors.
instructional strategies, the strategies, approaches, ability to fully recognize
approaches, and and assessments used to any impact those factors
Contextual Factors assessments used to support support their students would have had on
their students learning. learning. potential strategies,
approaches, and
assessments used to
support their students
learning.
Task III: Instructional Design and Implementation

4 3 2 Needs Work
All lessons contains Most lessons contains Lessons contain minimal Lessons contain no
evidence of setting evidence of setting evidence of setting evidence of setting
measurable objectives that measurable objectives that measurable objectives measurable objectives
are clearly aligned with are aligned with specific that are only somewhat and are not aligned with
specific state and/or national state and/or national aligned with specific specific state and/or
standard(s). standard(s). state and/or national national standard(s).
standard(s).
Lessons allow for numerous Lessons allow for Lessons allow for no
Standards/Objective connections across the connections across the Lessons allow for very apparent connections
s curriculum which serve to curriculum which serve to few connections across across the curriculum;
build understanding, and build understanding, and the curriculum which do students are not able to
encourage application to real encourage application to real not build understanding, build an understanding or
world issues. world issues. nor encourage apply to real world issues.
application to real world
issues.
Incorporates a well-aligned Incorporates a pre- Incorporates a pre- Does not incorporate

pre-assessment to measure assessment to measure assessment which evidence of a pre-
students prior knowledge of students prior knowledge of partially measures assessment to measure
the learning objective and the learning objective and students prior students prior knowledge
purposefully utilizes the somewhat utilizes the results knowledge of the of the learning objective.
results to inform to inform planning/instruction learning objective but
planning/instruction for the for the lesson and post fails to adequately utilize Does not include copies
lesson and post assessment. assessment. the results to inform of the Pre- and Post-
planning/instruction for Assessments used.
Assessment Includes copies of the Pre- Includes copies of the Pre- the lesson and post
and Post-Assessments used. and Post-Assessments Does not include a copy
assessment. of a key/product to show
used.
Includes a copy of a high Includes copies of the desired outcome.
quality key/product to show Includes a copy of a Pre- and Post-
desired outcome. key/product to show desired Assessments used.
outcome.
Includes a copy of a
key/product to show
desired outcome.
Purposefully and consistently Incorporates the use of Is still developing the Does not incorporate the
incorporates the use of available technology to ability to incorporate the use of available
available technology to somewhat enhance use of available technology to enhance
further enhance instruction in instruction in ways that technology to enhance instruction nor provide an
ways that authentically engage most of the students instruction in ways that explanation for why
engage all students in the in the learning experience. engage the students in technology is not utilized.
Technology learning experience. For For cases where technology the learning experience.
cases where technology is is not utilized, candidate For cases where
not utilized, candidate provides an explanation. technology is not utilized,
provides a logical candidate provides an
explanation. explanation.
Purposefully adjusts Adjusts instruction during Attempts to adjust Does not adjust
instruction during lesson lesson planning and instruction during lesson instruction during lesson
planning and implementation implementation in order to planning and planning and
in order to significantly meet meet some of the identified implementation but the implementation in order to
Differentiation, all of the identified needs of needs of individuals, small differentiated instruction, meet the identified needs
Accommodations, individuals, small groups or groups or the class by accommodations and of individuals, small
and Modifications the class by including including general methods of modifications used do groups or the class. No
specific methods of differentiation, not fully meet the differentiation,
differentiation, accommodations and identified needs of accommodations and
accommodations and modifications. individuals, small groups modifications present.
modifications. or the class.
Numerous Management and Management and Management and

management/motivational motivational strategies are motivational strategies motivational strategies to
strategies are clearly identified and rationale is are not clearly identified enhance student
identified and rationale provided for how these and rational is lacking engagement and learning
Management provided for how these strategies enhance student evidence of how these are not identified.
strategies serve to engagement and learning. strategies fully serve to
significantly enhance both enhance student
student engagement and engagement and/or
learning. learning.
Lesson Purposefully activates Activates student interest by Attempts to activate There are no clear
student interest by including an student interest but attempts to activate
Implementation
consistently including a effective/engaging needs to work to develop student interest.
(I Do/We Do/You Do) highly-effective/engaging introduction and closing. a more effective lesson Candidate does not
introduction and closing. opening and closing. include evidence of an
effective opening and/or
closing.
Introduces and reinforces
Effectively introduces and the learning objective(s) so Needs to be more
repeatedly reinforces the that students are cognizant purposeful about
learning objective(s) so that of expected outcomes. introducing and Learning objective is not
students are cognizant of reinforcing the learning reinforced throughout the
expected outcomes. objective so that the lesson.
students are cognizant of
Presents all content in a expected outcomes. Content is not presented
sequential manner and in a sequential manner
Presents all content in a provides opportunities for and candidate does not
sequential manner and modeling and practicing the provide evidence of
provides numerous skills and content needed to Content is not always allowing opportunities for
opportunities for modeling meet the learning presented in a sequential modeling and practicing
and practicing the skills and objective(s). manner and candidate the skills and content
content needed to meet the needs to provide more needed to meet the
learning objective(s). opportunities for learning objective(s).
modeling and practicing
Checks for student the skills and content
understanding throughout needed to meet the
Consistently checks for most of the lesson cycle and learning objective(s). Candidate does not check
student understanding provides evidence of re- for student understanding
throughout the entire lesson teaching/remediation where throughout the lesson
cycle and provides detailed necessary. cycle and there is no
evidence of re- Checks for student evidence of re-teaching
teaching/remediation where understanding /remediation.
necessary. throughout most of the
Includes reasons for why the lesson cycle and
instructional strategies and provides little evidence of
learning activities chosen for re-teaching/remediation Does not includes
Includes numerous detailed the lessons are where necessary. reasons for why the
reasons for why the developmentally appropriate instructional strategies
instructional strategies and (claims are somewhat and learning activities
learning activities chosen for supported by relevant chosen for the lessons
the lessons are theory/research that is Includes reasons for why are developmentally
developmentally appropriate cited). the instructional appropriate (claims are
(claims are supported by strategies and learning not at all supported by
relevant theory/research that activities chosen for the relevant theory/research
is clearly cited). lessons are nor sufficiently cited).
developmentally
appropriate (claims are
not sufficiently supported
by relevant
theory/research nor
sufficiently cited).
Includes professional-quality Includes average-quality Includes poor-quality No quality

table/charts/graphs which table/charts/graphs which table/charts/graphs table/charts/graphs which
clearly show post show post assessment which do not clearly show post assessment
assessment results (and pre- results (and pre-post show post assessment (and/or pre) results.
post comparison if comparison if applicable) results (or pre-post
applicable) comparison if applicable)
Provides a description of the
Provides detailed description post assessment results Provides a weak Does not provide a
of the post assessment which somewhat addresses description of the post description of the post
results which thoroughly most of the following items: assessment results assessment results is
addresses all of the following which does not weak and illogical and
students progress toward does not address all of
items : adequately address the
mastery of the objectives the following items:
following items:
students progress toward from pre-to-post
Analyzes mastery of the objectives students progress
from pre-to-post factors that may have toward mastery of the
affected the post students progress toward
objectives from pre-to-
factors that may have assessment results mastery of the objectives
post
affected the post assessment from pre-to-post
results how the results of the post factors that may have
assessment highlight what factors that may have
affected the post
how the results of the post areas of the lesson will affected the post
assessment results
assessment highlight what assessment results
require re-teaching (if any)
areas of the lesson will how the results of the
how the results of the
require re-teaching (if any) post assessment
post assessment highlight
highlight what areas of
what areas of the lesson
the lesson will require re- will require re-
teaching (if any)
Identifies, describes, and Identifies, describes, and Identifies, describes, and Fails to adequately
explains more than two explains two successful explains only one identify, describe, or
relevant successful teaching teaching strategies and/or successful teaching explain successful
Lesson Reflection: teaching strategies and
strategies and provides provides supporting strategy and/or provides
Successes detailed supporting evidence evidence for why they were only minimal supporting provides no supporting
for why they were effective. effective. evidence for why it was evidence.
effective.
Identifies and describes Identifies and describes two Identifies and describes Fails to adequately
more than two challenges challenges encountered only one challenge identify, describe, or
Lesson Reflection: encountered throughout throughout the lesson. encountered throughout explain challenges
Challenges lesson. the lesson. encountered throughout
lesson.
Identifies and describes Identifies and describes two Identifies and describes Fails to identify and
more than two significant ideas for redesigning the one idea for redesigning describe an idea for
Lesson Reflection: ideas for redesigning the lesson and provides details the lesson and provides redesigning the lesson
Improvements lesson and provides full to support the redesign. very minimal details to and/or provides no details
details to support the support the redesign. to support the redesign.
redesign.
Overall Professional Quality of Teacher Work Sample
4 3 2 Needs Work
1
Content Organization: Content Organization: Content Organization: Content Organization:
All formatting requirements All formatting requirements Most formatting Few formatting
followed: (Cover page, followed: (Cover page, requirements followed: requirements were
references/credits, font and references/credits, font and followed: (Cover page,
spacing, anonymity) spacing, anonymity) (Cover page, references/credits, font
references/credits, font and spacing, anonymity)
and spacing, anonymity)
Paper is well organized with Paper is organized.

clarity of thought and Paper requires much
purpose. Paper is somewhat better organization of
organized but candidate content and candidate
needs to continue to needs to significantly
develop communicating develop in the area of
thought and purpose. communicating thought
and purpose.
Writing Skills Conventions: Conventions: Conventions: Conventions:
Writing has very few errors in Writing has only occasional Writing has frequent Writing has numerous
spelling, grammar, errors in spelling, grammar, errors in spelling, errors in spelling,
punctuation, and/or sentence punctuation, and/or grammar, punctuation, grammar, punctuation,
structure. sentence structure, but does and/or sentence and/or sentence
not significantly detract from structure, and this structure, errors which
overall quality. somewhat detracts from significantly detract from
overall quality. overall quality.
Overall Quality: Overall Quality: Overall Quality: Overall Quality:
Professionally written, high- Adequately written, average Writing and quality of Poorly written, low-quality
quality paper. quality paper. paper are in paper. Resubmission
development but required.
resubmission is not
required.

Northern State University Student Teaching Experience Teacher Work Sample Spring 2017

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Northern State University Student Teaching Experience Teacher Work Sample Spring 2017

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Northern State University

Student Teaching Experience

Candidate Name: Emma Wik

Name of School where data

Subject/Content Area: Math, Social Studies, LA, Phonics

I understand that obtaining, or attempting to obtain, a passing grade on a TWS by falsification or

Signature of Candidate Submitting the TWS: _ ___Emma Wik _____(electronic submission)

Copyright 2015 Educational Testing Service. The ETS Praxis Performance

I. Professional Goal Setting and Reflection

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

Your university supervisor (discuss the format)

NSU Conceptual Potential Category Outcomes Description

Knowledge of the Learner Developmental Needs Knowledge of the learner focuses on an

Knowledge of Content Understanding Subject Matter Knowledge of Content implies a broad

Knowledge of Pedagogy Planning Pedagogical Knowledge includes those

Conceptual Framework Goal Statement, Action Plan, and Reflection:

Identify the Framework Category to which your goal aligns:

Instructional Materials and Technology

My goal is to strengthen my technology skills and incorporate technology into my

There is always room for improvement in the area of technology as it is ever-

It is my goal to enhance my technology skills as I believe it can improve instruction and

expand student learning. I hope to improve as an educator through the use of

important to use technology to aide my teaching.

beneficial technology can be to instruction in the classroom. I used the Promethean

wait to continue to further my skills.

Categories of Contextual Factors Description of the Contextual Factors

General Context of Your Students 4th Grade

Graduation Rate: 97-100%

2 gifted readers: given more challenging

1 student with ADHD: extra help and

Task III: Instructional Design and Implementation (due week 10)

Grade Level: 4th

Subject: Language Arts

Date: Wednesday, February 22, 2017

Millicent Atkins School of Education: Common Lesson Plan

Demonstrate command of the conventions of standard English capitalization,

punctuation, and spelling when writing.

Use correct capitalization.

be able to find and correct punctuation mistakes within a text.

Describe how the objective is relevant to students lives.

Correct punctuation is vital for successful communication with others.

Dialogue, Quotation Marks

List the materials you will need to teach the lesson.

Promethean Board, personal white boards and markers

assessment will be given to the students before my instruction begins. The

APPENDIX: Include a blank copy of the lesson pre-assessment. (if applicable)

Is your pre-assessment included at the end of this lesson plan?

Describe the timeline as to when you plan to administer the pre-assessment?

(Recommended timeline is a minimum of two days prior to teaching your lesson).

I will present my lesson on a Wednesday. The pre-assessment will be completed by

the students the Monday prior to my lesson.

of background with punctuation in dialogue. The lowest score on the pre-

punctuation and dialogue to highlight and focus on during my instruction.

Is your post-assessment included at the end of this lesson plan?

Is your key included at the end of this lesson plan?

examples of correctly and incorrectly punctuated sentences. The Promethean

of correct punctuation within dialogue.

If any special circumstances come up, I will be prepared to accommodate them.

sure everyone gets a chance to be involved during my lesson.

(Teacher introduces lesson and models expected outcome of learning

I will capture the students attention by explaining punctuation in dialogue and

poems, text book)

I will share the importance of punctuation by giving the students examples of

Signature of Candidate Submitting the TWS: _ _Emma Wik ___(electronic submission)

__There are so many decisions to make, Jenny said._

Jordan asked, Where is my lunch box? _________