Northern State University Student Teaching Experience ...procedures and routines in the beginning of the year, lesson, etc. While teaching one of my formal lessons for my past Pre-Student

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Northern State University Student Teaching Experience

Teacher Work Sample Fall 2018

Candidate Name: Catherine Leber

Candidate Website Address: Missleber.weebly.com

Candidate ID Number: 7257830

Name of School where data was collected:

Mike Miller Elementary

Subject/Content Area: 4th Grade

Grade Level: 4th

Date Submitted:

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: electronic submission)

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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

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 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.

My goal is to better be able to voice and express my expectations of students as well as

procedures and routines in the beginning of the year, lesson, etc. While teaching one of my

formal lessons for my past Pre-Student Teaching Experience, I did not state in the beginning of

my lesson what my expectations were as well as what the students could expect for the lesson.

The students did well, but the management could have been better. My goal is to have better

classroom management skills and organization before I take over the classroom rather than

learn later that I should have done things differently—in other words, my goal is to be more

“proactive than reactive.”

d. Describe the action plan (steps/strategies and resources) required to accomplish this goal:

My steps and strategies for accomplishing this goal include learning as much as possible during

my online course for classroom management taught by Dr. Anna Schwan. Another step to

meeting my goal is to follow the procedures and expectations already set into place by my

cooperating teaching, Miss Liknes. Other resources I will utilize are my past documents and

plans that I created for SPED-410, Behavior Management for Students with Exceptionalities.

There will have to be some modifying done because of how much I have learned since taking

that class, but they will be a good guide and base to use. Other resources I could utilize could

be various Special Education articles that I have read in the past from classes, and the

information could be easily transferred over to the general education classroom and be even

more effective for the two students that have IEPs in the class. As she has taught in multiple

age ranges, Ms. Fosher will also be a good resource will various ideas that have worked in her

experience.

e. Reflect on your progress/growth toward achieving this goal:

Through the semester, I have gained many classroom management skills. This semester I

have been taking Dr. Schwan’s class online, and it really has given me many ideas for how to

improve on this semester, as well as, for my own classroom next year. I still slightly struggle

with being too “reactive,” especially in my tone, but working with Miss Liknes has helped me to

be more proactive. I really focused on tone for this semester as I naturally have a slightly

sarcastic tone at times, but I have truly gotten better at reigning that in as students at this age

level don’t quite understand sarcasm that well yet. My relationships that I have built with

students this semester is really what helped with my classroom management skills. Another

thing that helped me learn the most through this experience was the fact that Ms. Liknes had

such a strong faith in me when it came to handing the classroom over to me. I found being on

my own was more stressful than I thought it would be, but it really put my skills learned in

classes to the test in the realest way possible. I, also, got much better at stating the objectives

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at the start of each lesson which helped with behavior as well as the students were more willing

to work toward a goal they knew they would reach at the end of the lesson—the objective.

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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 take, in part, 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. 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

• Age – 9-10

• Grade – 4th

• 3 students on IEP

• Content areas are all

• 7 in reading interventions

• 20 students in all- 8 girls;12 boys

• 1 Hispanic

• 3 Native American/Alaskan Native

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

The community of Aberdeen would be considered urban because of its location. The population is 27,4181. The average age is 34.9. The medium household income is $47,290 with -0.53% as the declining poverty rate. The number of employees is 14,705 with 1.04% growth. The poverty rate is 12%. White residents (88.3%), 1,144 Native residents (4.17%), 682 Hispanic residents (2.49%), 678 Asian residents (2.47%), and 388 Black residents (1.42%). (Information found on https://datausa.io/profile/geo/aberdeen-sd/#demographics)

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)

Percent attending 94% or more of enrolled days – 82.3%; ELA Multi Year Proficiency – 56.68%; Number of students – 3430; Graduation rates – 83.28%; ELL – 4.48%; Students with disabilities – 12.85%; Economically Disadvantaged – 40.5%; Hispanic/Latino – 5.39%; American Indian/Alaskan Native – 6.88%; Asian – 3.41%; Black/African American – 2.39%; Native Hawaiian/Pacific Islander – 0.29%; White/Caucasian – 77.23%; Multi-race – 4.4%

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

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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)

76% Caucasian, 1.9% African American, 2.9% Asian American, 8.7% Native American, 4.8% Hispanic American, 10.6% receiving special education, 32.7% Economically disabled.12 general education teachers and 2 special educators. 10% ELL Information found from the 2016-2018 Mike Miller Elementary School Improvement Plan found on https://aberdeen.k12.sd.us/mikemiller/index.html http://doe.sd.gov/NCLB/reports/2017/reportcard/2017school06001-07.pdf

https://aberdeen.k12.sd.us/mikemiller/index.html

http://doe.sd.gov/NCLB/reports/2017/reportcard/2017school06001-07.pdf

http://doe.sd.gov/NCLB/reports/2017/reportcard/2017school06001-07.pdf

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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

Lesson #1

Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name: Catherine Leber

Grade Level: 4th

Subject: Social Studies

Date: 9/18/2019

PLANNING List the Common Core/State Standard(s) to be addressed in this lesson. 4.H.2.3 Describe the influence of notable South Dakotans of the development of our state 4.H.1.2 Generate questions about multiple historical sources and their relationships to particular historical events and developments 4.H.3.1 Compare and contrast life today with life in historical time periods

List the Rationale (cite theories or theorists): I will be following the 5E learning cycle. Technically this is specifically used for teaching science, but it works in this case as well. The lesson will start by engaging the students with their knowledge of South Dakota’s original inhabitants. Then it goes on through Explore by reading the text book and learning new information through a story on Epic!. The students will get the Explain what they have learned in the first chart. They will then Extend to comparing and contrasting the differences between Native Americans life in the 1700s in South Dakota and their lives. The Evaluate will be the teacher reading through their charts and having group discussions.

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 notable Native Americans of the Sioux tribe in South Dakota. Students will be able to make a chart comparing today with life in the 1700s for a Native American in South Dakota.

Describe how the learning objective(s) and the learning outcomes is/are appropriate for the age/developmental level of the students. 4th grade is a time for students to focus on state history, as that is what the standards are focused around, and having the students learn more about the Native American tribes that live(d) in South Dakota is a great way for the students to open their minds to other traditions and ways of life than they are used to. This can also be a way to break stereotypes that students may have in their minds about Native Americans that they may have previously learned or heard. This is also a way for students who identify as Native American to share and compare.

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Describe the 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).

Three students on IEP; 7 in reading interventions; 20 students in all- 8 girls;12 boys; 1 Hispanic; 3 Native American

Describe your 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). There are no language needs in this classroom, but the students are quite shy. One thing that will need to happen is that I will call on students who do not normally talk to get them more comfortable with speaking in front of the class. I will also have the students practice working in groups as that is something they struggle with. Some students struggle more with reading which is why prior to the lesson, we will listen to the chapter to allow the students to hear some of the more challenging words before working on it with a partner.

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

South Dakota History textbook, iPads with Epic! to read a book on, papers, pencils, SMART Board, and markers for whiteboard.

Technology Describe the instructional and/or assistive technology that you plan to incorporate into the lesson and explain how it will enhance instruction and student learning.

Students will use a book on the app Epic! to engage more with the topic than simply using their textbooks. The app will go more into depth on the Sioux tribe, specifically, because there were not as many resources for the other tribes mentioned in the book.

Accommodations: Base this on the information you provided for Classroom Demographics and Knowledge of Students above. Describe the accommodations/differentiation/modifications you will use to meet the needs of all learners and accommodate differences in students’ learning, culture, language, etc. * Students in this particular class needs a lot of prompting and reminders while working. One particular student needs a lot of prompting as otherwise she will sit there the whole-time work is supposed to be worked on. Working in groups is great for this class because it is helping teach them how to work in groups, but it also puts almost more accountability on the students than if we were working this through as a whole class. Putting students that need a little extra help with students who excel is a great way for both students to learn from one another—as long as they are being monitored so that one student does not do all the work while the other student copies. If needed, we can use a timer system for students that struggle working for long periods of time. For example, work for 5 minutes, get a 2-minute break. That would be something that would be assessed and decided throughout the lesson.

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.

Students will listen to the chapter first before completing a page from their workbook that allows them to go through the chapter again in a more structured way. During this time, I will walk around and use a form of formative assessment to simply ask the students questions that make them start to think about “how is this different from my life.”

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)

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Based on the pre-assessment, I will know just how much extra direct instruction the students need on the various sources that we went over previously to truly understand some of the concepts that were described in the books.

Classroom 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.

One classroom management technique that I like is the form of “call and response” as a whole group because the students then know just what is exactly expected of them and when they can talk. Another technique will be having the groups planned ahead of time so that the students will flow into them more quickly than if they chose partners or if I took class time to do so. If needed, we can use a timer system for students that struggle working for long periods of time. For example, work for 5 minutes, get a 2-minute break. That would be something that would be assessed and decided throughout the lesson.

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Series 1

Series 1

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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.

When students come into the room from recess, they will have their Social Studies book on their desk. If they do not have their iPad, they will grab that. I will talk to the students about the pictures that were shown in both the chapter and in the book on Epic!. We will discuss what they mean and what they represent. I will ask questions such as, “why was this person important;” “what do you think life would be like living in a tipi?” I will also utilize the “think, pair, share” technique to get students to think out loud with partners. After all, the person doing the talking is the person doing the learning. After the discussion, I will have a student hand out the worksheet. I will explain to students that first thing we are going to do is take the information that we read in the chapter and the book on Epic!, and sort it out and put it in our own words. By doing this, I will explain, they will be better able to show that they can take information out of a book and put it their own words or be able to explain it through drawing.

“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 first thing we will do together is read the directions at the top of the page to ensure that they are getting read. We will do the first example together. I will demonstrate for students how to find information from the text by modeling. We will first see if there is any information that we remember specifically from reading. If not, then that means we need to search our book. We will scan in the book for key words, such as “roles of men” or “jobs.” This will be a good time for students to practice skimming instead of reading word for word every time. At this point, they should have already read their text book twice and their Epic! book once. We will also work on that if we know certain subjects already, do those first. This will make it less stressful when you do get stuck later as there will be fewer blank spaces to get stuck on. Once we get through one example and I know students understand what is expected of them, I will have the groups get together to start working. If the students are still unsure of the process, we will go through another example.

“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?

At this point, the students will be in their pairs/groups working on filling in the chart from information from the book. This is a great way to show their thinking process when it comes to using text evidence to draw conclusions. When the students are all done filling out the first chart, they will turn it over to the back, and with their partner, decided what was similar and what was different from our lives now. When all the groups are back, we will have a big group discussion about how maybe some people have things that are the same that others have as different. This will help students to see that the world is more diverse than what they think. We will then talk about how some parts of the culture are still relevant today for the Native Americans in South Dakota and across the nation in other tribes.

Lesson Closing

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

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After the discussion, we will end the lesson with students writing an exit slip with one thing that would be different in their lives if they were a Native American in the 1700s. They will hand these in as they are walking out the door to recess.

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 post-assessment is a post-it note with students writing one way their lives would be different if they were a Native American in the 1700s. I will analyze the results from these statements and figure out how much information needs to be more directly taught to the students.

Analyze

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.

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4.H.2.3 4.H.1.2 4.H.3.1

Post-Assessment Results

Mastered Progressing No progress

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Reflect Reflect 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.

This lesson ended up taking much longer than I had thought originally. At first, I had thought it would take a day for the initial parts that included reading the chapter and filling out the student workbook sheet. That ended up taking a total of 2 ½ classes. That ended up setting us back on the filling out of the sheet that I created for the lesson that combines more of the standard of comparing and contrasting. That is something though that I am noticing through all of the lessons and subjects that I have since taken over in teaching. It almost always takes longer than I expect it to. The nice thing from this then is that I always have something for students to be working on instead of struggling to find something for them to do. One thing that went really well was how explicitly I wrote the directions on the page as well as going over them for the entire class. It also worked super well to have them working in groups because I planned for the groups to have students who will push the other’s thinking rather than letting them pair up in groups of people who will always choose to work together. Also, I paired up multi-ability groups, and this worked well because the students that normally get their work done in a rush had the opportunity to slow down and really absorb what they were learning, and they were also able to help the students who maybe would have struggled more on their own. I, also, really enforced “helping” over giving the answers. We had some great discussion about what the difference is. One thing that a student got confused on was the “resources” section of the page. They thought “resources” meant where you got the information from, rather than the resources that Native Americans had (this includes from hunting and farming). Most of the students, based on the data I was able to gather from observing them work and assessing their finished work, are at a “progressing” level for all of the standards. Some of them, however, really seemed to grasp the fact on how Sitting Bull and Crazy Horse were important then and now. This means that I will have to revisit this topic and go over them again in future lessons. There was also one student who didn’t quite grasp the concept of how to compare and contrast their life from what we learned about the Dakota Indians. This student is on an IEP for a SLD, but it is still a concept that we are working to understand better.

Lesson #2



Grade Level: 4th

Subject: Social Studies

Date: 9/25/2019

PLANNING List the Common Core/State Standard(s) to be addressed in this lesson. 4.H.2.1 Explain the effects of conflicts and the establishment of reservations on the American Indians culture 4.G.1.1 Locate major political and physical features of South Dakota and the United States on a map or globe OSEU Standard 1.1 – Identify changes from the historic land base to the contemporary nine-reservation South Dakota land base of the Oceti Sakowin, and analyze the causes and implication of those changes.

List the Rationale (cite theories or theorists): Students in this grade are within the concrete operational thinking zone of Piaget’s 4 stages. Students are doing much better with being able to solve things more in their heads than they are by doing it all out with manipulative.

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This activity helps students to be able to use symbols on a map by having the students think more logically and methodically about the manipulation of such symbols.

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 explain the effects of conflict and the establishment of reservation on the American Indians culture. Students will be able to locate major political and physical features of south Dakota on a map.

Describe how the learning objective(s) and the learning outcomes is/are appropriate for the age/developmental level of the students. 4th grade is a time for students to focus on state history, as that is what the standards are focused around, and this lesson will teach students more about the physical and political history/geography of the state. This will also expand on their previous knowledge of Native Americans in South Dakota and how they once controlled the region to now where there are such small reservations.



Describe your 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). There are no language needs in this classroom, but the students are quite shy. One thing that will need to happen is that I will call on students who do not normally talk to get them more comfortable with speaking in front of the class. I will also have the students practice working in groups as that is something they struggle with. Some students struggle more with reading which is why prior to the lesson, we will listen to the chapter to allow the students to hear some of the more challenging words before working on it with a partner. There are 3 students on IEPs who do need modifications made for them. The way to make modifications for these students will be that I will have part of the map drawn for the students and some of the key made for the students. This way, they are able to add in some to the map and to the key.


SD map, SMART board, Social Studies textbook, colored pencils/crayons, pencils


I will utilize the SMART Board by having a slide premade with the state maps ready to be used so that what I am modeling on the board looks just like what the students have in frnt of them.

Accommodations: Base this on the information you provided for Classroom Demographics and Knowledge of Students above. Describe the accommodations/differentiation/modifications you will use to meet the needs of all learners and accommodate differences in students’ learning, culture, language, etc. * There are 3 students on IEPs who do need modifications made for them. The way to make modifications for these students will be that I will have part of the map drawn for the students and some of the key made for the students. This way, they are able to add in some to the map and to the key.

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I will give the students a map of South Dakota on Friday, and their task will be to fill in as much as they know about the history of South Dakota on the map as well as a few geographical markers will be encouraged.


Based on how much the students know will depend on how much teaching needs to go into the physical geography of SD meaning whether we need to go into detail about where the Black Hills and Missouri River are or if I just have them draw them on their own.


One classroom management technique that I like is the form of “call and response” as a whole group because the students then know just what is exactly expected of them and when they can talk. If needed, we can use a timer system for students that struggle working for long periods of time. For example, work for 5 minutes, get a 2-minute break. That would be something that would be assessed and decided throughout the lesson.

Implementation



The students will start with their blank maps of South Dakota on their desks. We will have out colored pencils as well, and we will fill out what our map looks like before the settlers came. This will include the Missouri River and the Black Hills for physical geography, and then we will discuss that the Native Americans had free reign of the land because it was theirs and mark it purple on our map.. Then, we will discuss what we read the day before about the various settlers and explorers that went through South Dakota. I will have the students do “think, pair, share” to discuss what they think all changed after the settlers traveled across compared to what SD looked like before they came. We will also discuss how the Native Americans who were in SD and how their lives may have changed. I will have them discuss this as a group, and then choose one answer to share with the class, and we will write our predictions on the board. This is when we will go into the “we do” section where we will fill out our second map which is a combination of a map and a timeline.


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).

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I will model this on the board as this is one of the first times the students are learning and making maps. The first things we will draw in on our maps are the Missouri River and the Black Hills because they are the physical constants and good markers to show various trails and towns that will be added along the way. After that, we will circle West River in pencil because the French laid claim (or said they owned it) in 1743 when they discovered it. At the bottom of the map, we will write in our key that our pencil circle equals the French in 1743. From there we will go into what the Louisiana Purchase 1803 was, and we will circle SD in blue and outside of SD so that the students know that the Louisiana Purchase included much more than just SD. We will put on our code. Then in green, we will draw a line with arrows on it to show the trail Lewis and Clark 1804 took along the Missouri River. We will put this at the bottom on our key. Then we will put in yellow a star on our map to show Fort Pierre was the 1st permanent settlement in SD. We will put that in our key on the bottom that it happened in 1817. We will mark Hugh Glass’s journey where he was left for dead near present-day Lemmon and crawled 200 miles to the nearest settlement after being badly injured by a bear. We will then put a red dot where Sioux Falls is because that was the next large settlement that was declared in 1856. We will put in our key that the dot means SF in 1856. Then we will cover the Ft. Laramie Treat that said that NA could have West River and the settlers would stay on the east side of the state. We will predict if that will happen. Then we will cover the western half in purple to show that it is all that the NA get. At the bottom, we will write in our key that the FT. Laramie treaty was signed in 1869. Then I will have the students predict what will be discovered in the Black Hills. We will discuss how gold was discovered in the BH. This will be marked my yellow nuggets in the BH. We will discuss how that caused what is called a GOLD RUSH in 1874 meaning that everybody wanted to go find gold and get rich. Did that respect what the Ft. Laramie Treaty said about how the NA can have the west side of the state. We will also then go into discussing how the settlers ended up going onto the west side of the state, meaning that we broke the treaty. But nothing really happened about it. Then we will outline the state in orange and put at the bottom in the key that the orange symbolizes that SD became a state in 1889. This will lead into a discussion about how all of these things and changes have happened before SD even became a state. I will have two students pass out scratch paper while I hand out the prompts for the journaling at the end. I will explain to students that this is a sort of “first draft” for what their final project will look like which we will hang up in the hallways.



The students will journal for 5 minutes independently at the end of the lesson or the next day. The students will be given prompts-1 will be to write from Lewis and Clarks point of view a journal entry and the other will be a journal entry from a Native American tribe that Lewis and Clark met along their journey through South Dakota. Students will write these first (first draft) on a sheet of lined paper. I will assess

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these journal entries, and from there, students will write them nicely on a blank sheet of printer paper. These will then be crumpled to make look old, and I will soak them in coffee water to give them a yellow-stained look. Students will then proudly display these journals in the hallway as the “Missing Journals of the Lewis and Clark Expedition.”

Lesson Closing


Have students do an exit slip on a sticky note of one thing that changed from South Dakota from before the settlers explored to after South Dakota became a state.


The post-assessment will include myself looking over the journals that the students have completed with using a rubric to judge how neatly they are done and how well the students understood the information with what details

they put in their journal.

Analyze



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Upon viewing the letters, students had a good understanding of the Lewis and Clark expedition through South Dakota. They also showed their knowledge of how the Native Americans probably felt when these new explorers came to their land. They used their knowledge from the chapters to add detail to their letters. Here are a few. The main issues came from spelling errors that were made while writing.

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Points total

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From looking at the maps, the students showed great knowledge of how the Native Americans had land taken away from them, which was the first step toward reservations being established. They are all progressing toward having mastered the standard, but during this lesson we made a large leap forward.


During my lesson, I ended up rushing quite a bit because I wanted to get all of the lesson done in the short time that I had. The lesson ended up being around 20-25 minutes long which was not as much time as I was planning to have. Because of this, my timing was way off from what it should have been and students did not have understanding of much after this time period. I did well, however, with wait time for certain students because we have quite a few shy students who do not like to talk, but I encourage them greatly as it is good practice for them. The next day, however, we were able to review what we went over the day that I was observed. It worked out well this way because then the students who had fallen behind were able to catch up while we all reviewed. After that, we took our time to ensure understanding for all students. I made the map on the board while using Smart Notebook. This was a suggestion made to me by Ms. Fosher after observing me the first day. From there, it went quite well. Another thing that I do well is classroom involvement because I try my hardest to call on all the students at least once during lessons. I want all the students to feel like they belong and matter. Also, I have a good connection with the students and a good classroom presence. That has always been something that I have been proud of and continued to work towards. There was quite a bit that didn’t go as planned, but despite things going wrong before the lesson and being stressed, I was able to keep it professional because my feelings didn’t matter in that moment, the students learning did. The lesson took much longer than I had planned—over a week. It ended up being more like a unit than a lesson, but the students enjoyed it and learned from it. So, I consider it a success.

Lesson #3

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Lesson #3 –



Grade Level: 4th

Subject: Math

Date: 10/16/2018

PLANNING

List the Common Core/State Standard(s) to be addressed in this lesson.

MP1, MP2, MP5, 4.OA.4-Using whole number in the range 1–100. a. Find all factor pairs for a given whole number. b. Recognize that a whole number is a multiple of each of its factors. c. Determine whether a given whole number is a multiple of each of a given one-digit number. d. Determine whether a given whole number is prime or composite., 4.NBT.6-5. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

List the Rationale (cite theories or theorists):

By looking at past assessments, both summative and formative, I have been able to identify that the students in my class are in a zone of learning where they are close to mastering single digit multiplication, but they are still working toward understanding some of the facts and how to get them. The students are in that perfect “zone of proximal development” for multiplication that it is time to introduce and scaffold the learning of division. Division should be taught along with multiplication as the facts are all the same just in a different order as addition and subtraction should be. This lesson scaffolds, starting with quite a bit of supper, the process of division.

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 start solving division problems by understanding in this hour long lesson that division is to multiplication as subtraction is to addition. Students will be able to find this out by using arrays and illustrations made to solve story problems.

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

Students have almost mastered basic multiplication of 2 one-digit numbers. Adding in division to their abilities in mathematics is essential so that they can combine their already working knowledge of multiplication. This way they are mastering one skill (multiplication) by learning a new skill (division).



Describe your 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).

There are no language needs in this classroom, but the students are quite shy. One thing that will need to happen is that I will call on students who do not normally talk to get them more comfortable with speaking in front of the class. I will also have the students practice working in groups as that is something they struggle with. Some students struggle more with reading which is why prior to the lesson, we will listen to the chapter to allow the students to hear some of the more challenging words before working on it with a partner. There are 3 students on IEPs who do need modifications made for them. The way to make modifications for these students will be that I will have part of the map drawn for the students and some of the key made for the students. This way, they are able to add in some to the map and to the key.


Chart paper, connecting cubes, color tiles, student activity book, Smart Board

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The Smart Board will be used for the 10 minute math start of the lesson. This part of the lesson gets the students engaged as well as continues to bring up skills for students to continue working on skills that we aren’t necessarily focusing on at the time. Also, the pre-assessment will be given to students through the Classflow app on their iPads. This is a great way for students to be assessed in a different way instead of simply pencil and paper

Accommodations: Base this on the information you provided for Classroom Demographics and Knowledge of Students above. Describe the accommodations/differentiation/modifications you will use to meet the needs of all learners and accommodate differences in students’ learning, culture, language, etc. *

There are 3 students on IEPs who do need modifications made for them. Students who are not yet using known multiplication or division relationships to solve these problems will benefit from modeling the action of the problems by using cubes and drawings. They will help students to make connections to what they do with the cubes.


Students will complete a pre-assessment on the Friday before the lesson so that I have time to adjust my lesson accordingly to what the students know. The pre-assessment includes concepts that students already know including multiplication, but it also introduces them more to division to see what they know. The pre-assessment will be given through the Classflow website on the students iPads as a way to incorporate technology into the lesson, and it gives students more variety in how they are assessed. It is a useful app, and once the students are connected to my class, there are a variety of resources that I can make or choose to have the students complete. Students will be encouraged to use scratch paper to show their work and will hand that piece of paper in with their names on it.


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Depending on how the students do on the pre-assessment, this will tell me how much direct instruction will be needed to show the comparisons between multiplication and division. Based on the discussions that students and I have had thus far, they are excited to learn division as it is new and intriguing.

One thing that I did learn based on this assessment was that technology never quite works the way you want it to. We had some technical difficulties where the test would all of a sudden kick them out of the test and they would have to start over. This was the best data that I could get from the students with it kicking them out after 15 minutes. The ClassFlow app caused a bit of a headache for all of us, the students and myself, but I plan on having the students create actual usernames instead of using their first names as a “guest” every time. It was the first time for any of us using it, and we need more practice. With the results though, I learned that certain students are struggling on the division parts, but we are doing better on the multiplication that I thought. However, I will put more details into my instruction on how division and multiplication work together.


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One classroom management technique that I like is the form of “call and response” as a whole group because the students then know just what is exactly expected of them and when they can talk. If needed, we can use a timer system for students that struggle working for long periods of time. For example, work for 5 minutes, get a 2-minute break. That would be something that would be assessed and decided throughout the lesson. Another management plan that I have been working to incorporate is called “kind or quiet.” Lately, students have been struggling with rude or unnecessary comments, and now, when students make those comments, I simply respond, “was that kind?” And if the students says no, then we discuss how then we should have chosen to be quiet. Another technique is “planned ignoring” of certain behaviors that are not needed in a productive classroom. I have tried talking with the student multiple times about these behaviors, and he is still struggling on what the right thing to do is, and the function of the behavior is attention from his classmates and myself.

Implementation



The first thing that students will do is a “counting around the class” activity that they have participated in before but with a different integer. They will count around the class by 9s. Each student says another multiple of 9 until all the students have counted once. I will highlight the multiples of 9 by writing them on the board as students say them. I will ask questions to the students such as, “how many students have counted at 45? 99? 171?” “what is a multiplication that would represent 11 people counting by 9s” “how would you write this equation as a division problem. The discussion will take approximately the first 10 minutes of class. Next, we will go into grouping with division as the goal. Instead of doing long division right away, we will think of division through multiplication. I will have the story problem, “Michael has 36 skittles and 4 friends he wants to share them with, how many skittles does each friend get?” I will walk through the steps with students using the “Classflow app” on the Smart Board.


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).

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The follow story problem will be written on the board: “Ms. Santos owns a neighborhood grocery story. She has 56 apples to arrange in rows for her window display. She has room for 4 rows in her window. How many apples will there be in each row if she puts the same number in each row?” There will be color tiles, cubes, Array cards, and grid paper for use as needed. Students will work on this problem with partners. We will then go into how an example of how to solve this. The first thing that the student did was to put 5 tiles in each row of 4. “Can anyone think of why we would do this? What would we do next?” The next step would be saying that we could add 5 more tiles to each row, using 40 tiles in all. What multiplication equation could you use to show your second step? How can you should that you used up 40 tiles? We would then do this example together on the board. I will show the students several ways in which they could record what the picture represents. Next, we would go into how many apples are left to organize into rows. And how we would get into more division story problems.



Students would then go on to working with their partners to complete 4 other story problems with division. I will go around the room while students are working to suggest possible strategies to help students get to their answers faster by using multiplication facts they already know. This will allow students to work at their own pace with their partners while allowing me to give more attention to students that need the assistance. Students will be able to complete the problems around the room as long as they are working “actively” with their partners. This allows students to move as they need to in order that students who need to have that mobility in order to learn most effectively. Students will work with their partners until 5 minutes before the lesson closing. If students finish the 4 problems, they will be directed to work on pages 18-19 on their own. These pages are to practice their multiplication combinations and noticing patterns within the combinations of 2s, 4s, and 8s. The second page is about self reflection for students with what multiplication combinations they struggle with, and how they remember or solve them. This is a good way for students to self-reflect on the problems they struggle with and will hopefully make the problems more meaningful.

Lesson Closing


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When there are 5 minutes left of class, I will have the students come back to their desks. We will have a class discussion on how multiplication and division have a similar relationship that addition and subtraction have. The students will end the lesson with an exit slip of “Where are we going” meaning what do the students think we will learn tomorrow? It helps them to predict where their learning may take them.


The pages 16-17 the students complete in their workbooks will serve as a post-assessment for the students. This is the first lesson that we will work on within the unit for division. I have high expectations for the students, but I am looking more at effort toward learning rather than perfection right away. The areas I will look at include whether the answer is correct, the steps that the students take to get to the answer, and the manipulative or drawings they completed.

Analyze

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.

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Things that went well from the lesson included introducing division on the board with its matching multiplication problem before teaching division separately. It helped the students to see that they really are the same problems but in a different order—they mean the same thing. One thing that I will express tomorrow is that the relationship is similar to the “friendship” that addition and subtraction have. They are opposites that work together. One area that went better than expected was when a student started to show signs on an oncoming behavioral issue, we were able to redirect to a new location. The problem was that the student was doing his work aloud when it was distracting other students—this is okay, but I could tell the student was doing it to cause problems. I asked him to make the decision of whether he would rather do his work quietly at his desk or go to the back table where he could count in a whisper all he wanted; he chose the back table. It took a lot of explicit instruction to keep him on task, but he did well the rest of the lesson without any other issues. The class started a new management technique before the lesson started called “And a hush fell over the crowd.” Basically, after I say that, the students know to say “hush” and then fall silent. It worked well for most students, but some decided to carry out the “hush” to an extreme a few times. Planned ignoring worked to reduce that behavior that was being done because of a need for attention. The students did really well working on splitting up the larger number into groups when working on story problems. And they showed in their practice problems that some were starting to grow to not having to put each individual manipulative in one-by-on, but they were starting to put in groups of 5 and 10 to match the multiplication problems they already know. It was a successful start to learning division.

Lesson #4



Grade Level: 4th

Subject: Math

Date: 11/5/2018

PLANNING List the Common Core/State Standard(s) to be addressed in this lesson. 4.OA.1 Use and interpret multiplicative equations. 4.OA.2 Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem), and distinguish multiplicative comparison from additive comparison. 4.NBT.5 Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

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4.NBT.6 Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

Rationale (cite theories or theorists): One theory that I base my teaching style on is “connectivism.” In all subjects, connections can be made to something that we already know. This lesson is all about making connections between doubles and halves of related multiplication problems. It works well for students to learn from what they already know and continue to grow “dendrites” (Marcie Tate). Marcia Tate’s theory is all about having students grow dendrites to make connections from things known to things learning.

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 use and interpret multiplicative equations. Students will be able to multiply or divide to solve word problems involving multiplicative comparison. Students will be able to multiply a whole number of up to 4 digits by a one-digit whole number. Students will be able to find whole-number quotients and remainders with up to 4 digit dividends and one-digit divisors.

Describe how the learning objective(s) and the learning outcomes is/are appropriate for the age/developmental level of the students. Students are working towards mastering multiplications. This lesson is all about finding connections to master multiplication and division. Also, students are still in that concrete operational stage according to Piaget’s theory. They are really attached to having more real life situations, and this curriculum focuses on story problems and real life situations.



Describe your 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). There are no language needs in this classroom, but the students are quite shy. One thing that will need to happen is that I will call on students who do not normally talk to get them more comfortable with speaking in front of the class. I will also have the students practice working in groups as that is something they struggle with. With the 3 students on IEP’s, we really just focus on modeling and pairing students in groups with other students who will be good models of behavior and learning. Some students need things written on the board more than just hearing, and other students are very artistic learners that do best when they can show their work creatively rather than with just writing a paragraph or answering questions.


Teacher’s edition of “Investigations,” SMART Board, pencils, connecting cubes, pages 52-54 of student activity book, expo markers.

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For the beginning/introduction of the lesson, students will use expo markers on their desks as white boards. On the board, there will be a quick image where students will have to draw patterns to create multiplication and division problems. The first time they see the pattern it is for 3 seconds. The second time is again for 3 seconds. The last time it stays on the board, and we discuss. The SMART Board has the timer already incorporated into the program.

Accommodations Base this on the information you provided for Classroom Demographics and Knowledge of Students above. Describe the accommodations/differentiation/modifications you will use to meet the needs of all learners and accommodate differences in students’ learning, culture, language, etc. * There are 3 students with IEPs within this classroom. Two of the students utilize a two-on-one aid that comes in to help with math, especially with individual work. However, I have a student who is on an IEP for reading skills, but we struggle with math as we need concrete manipulatives in front of us. He is always given the option during individual work time to work at a back table with me either as one-one-one or a small group with manipulatives. This really works well for him as he struggles with visualizing without the manipulatives.


On Friday of last week, students took an assessment based on their multiplication combinations. This worked to see where students were at with knowing their facts, and it also showed me how students were solving their problems as some created multiple towers, counted by fingers, or knew them off the tops of their heads.


The students who know the combinations off the top of their heads are going to be able to work through the problems more quickly during the individual work time—I have created more complex problems for the students to work on to have them continue to be challenged and learning. Also, through the assessment, I was able to see which students will need more practice with multiplication combinations and may need to work in small groups during individual work time.


There are many behavior strategies in place including, “If you can hear me clap once” and “and a hush fell over the crowd” call-backs. There is also the motivational strategy of “kind or quiet” for students who have a problem with making unkind comments. I have also had to introduce a new strategy or mindset for students to think before they act and to be more proactive—they are supposed to think, “would a teacher do this?” or “would Miss Leber be happy if she saw me doing or saying this?” It has been in effect for a few days, but so far, it has at least been a good reflective tool for students to use if they are confused for why their actions were considered inappropriate. We also try to avoid long transition periods as much as possible to cut down on the time where students do not have anything to do.

Implementation


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To start this lesson, students are to solve two related division problems in pods. This is something that the students can do before the “true instruction” begins. Students solve the word problems in their activity book on page 52. Students will be given 5 minutes to solve each problem as a group. Once done with the first problem, we will go through it together on the white board, so all students are doing it the right way. I will ask the students, what is the relationship between 14 and 28 (they are the divisors and 14x2=28). We will discuss how 28 is double of 14 by talking about how 14x2=28 and 28 ÷2=14. Then, we will talk about the answers we got of both problems—6 and 12. I will show the students how 6 is half of 12 and 12 is double of 6. I will show the relationships to the two division problems the students made 168 ÷ 28 = 6 and 168 ÷14 = 12. I will draw on the board the connections.


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). After doing the two word-problems on the board for the “I Do,” we will work towards answering the problems on page 53. We will complete parts a. – f. together on the board and in the books. For example, a. has the multiplication problems 8x4= and 16x4=. First, we will complete 8x4=32 as that is one of our multiplication combinations that students are working towards knowing and understanding. Then, we will talk about what the relationship is between 8 and 16. We will discuss that 16 is 8 doubled and 8 is half of 16. We will talk about that because 8x2=16, we can multiply 32x2= our answer. To make sure that this method works, we used or long way to figure out 16x4 of doing (4x10)+(4x6) = 64. We did this for parts a. – c. where we do both methods of the long way and trying to find the connection. For parts d.-f. we know that we can just do it the connection way because we have proved that both ways work, but the connection way (of doubling and halving) works faster.



Students will complete the rest of page 53 with their desks which involves them creating a picture of how the problems work and explaining why this method works. If students can explain it, then they are reaching the highest level of learning with their specific skills. The last part of the lesson will have the students working on pages 55 and 56 individually (while I pull a small group). Pages 55 and 56 work on having students use the skills they learned today while incorporating skills from past lessons so that students are continuously working on skills instead of forgetting the skills after taking the assessment at the end of the unit.

Lesson Closing


We will come together as a class and review what “doubling” and “halving” mean in terms of which is multiplying, and which is dividing. Students, on a sticky note, will fill out an exit slip to solve the problems 4x12 = and 8x12 =. They will also have to explain how they go their answer by drawing a picture or explaining in writing.

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The post-assessment is stated above on how the students will create an exit slip of 4x12= and 8x12=. They will also have to draw a picture or explain in writing to show a higher level of understanding.

Analyze



All but one student completed the multiplication problems correctly. However, 5 students couldn’t quite explain why the answers were related. Today, the day after the lesson was taught, I was able to pull a small group to use manipulatives to go over the homework again to show more and more why the two equations are related. The rest of the class was able to answer the problems correctly while being able to explain it in writing on why they were connected. This lesson worked really well in having the students not only know the answers, but also draw a picture and write out why.


This lesson helped to work more toward having the students have a deeper understanding of multiplication and division. This lesson was all based on having the students learn a new strategy for multiplication. One thing that I would have done differently is pull a small group during the “I do” part of the lesson. This may have ended up having more positives in the post-assessment. The one student who didn’t get the multiplication problem right is on an IEP for SLD in reading, but he does have a negative attitude about school in general from struggling with reading. We are really focusing on positive feedback and oral praise to build up that confidence and attitude about learning. He, also, really benefits from having someone work with him one-on-one, but he has shown that he can do the work independently when he puts his mind to it. The lesson, in general, was a success as students showed in the post-

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assessment that they can see the relationship between similar multiplication problems which will continue to improve their multiplication skills and understanding division.

Lesson #5



Grade Level: 4th

Subject: Math

Date: 11/13/2018

PLANNING List the Common Core/State Standard(s) to be addressed in this lesson. 4.NBT.4 Fluently add and subtract multi-digit whole numbers using an algorithm including, but not limited to, the standard algorithm 4.MD.1 Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36),... 4.MD.3 Apply the area and perimeter formulas for rectangles in real world and mathematical problems.

Rationale (cite theories or theorists): One theory that I base my teaching style on is “connectivism.” In all subjects, connections can be made to something that we already know. This lesson is all about making connections between measurements they know how to take and now relative measurements to that they already know how to take. It works well for students to learn from what they already know and continue to grow “dendrites” (Marcie Tate). Marcia Tate’s theory is all about having students grow dendrites to make connections from things known to things learning

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 fluently add and subtract multi-digit whole numbers using an algorithm including, but not limited to, the standard algorithm. Students will be able to know relative sizes of measurement units within one system of units including km, m, cm; gk, g; lb, oz; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Students will be able to record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Students will be able to generate a conversation table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36)…. Students will be able to apply the area and perimeter formulas for rectangles in real world and mathematical problems.

Describe how the learning objective(s) and the learning outcomes is/are appropriate for the age/developmental level of the students. Students in 4th grade have mastered being able to tell and write time to the nearest minute, along with solving story problems related. Students in 4th grade have also mastered being able to measure and estimate volumes and masses. The next step in their measurement and data is to be able to

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know relative sizes of measurements to have a better connection to measurements they already know.

Describe the 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). Three students on IEP (all for SLD); 7 in reading interventions; 20 students in all- 8 girls;12 boys; 1 Hispanic; 3 Native American; Para-educator for 2 students on IEP.

Describe your 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). There are no language needs in this classroom, but the students are quite shy. One thing that will need to happen is that I will call on students who do not normally talk to get them more comfortable with speaking in front of the class. I will also have the students practice working in groups as that is something they struggle with. With the 3 students on IEP’s, we really just focus on modeling and pairing students in groups with other students who will be good models of behavior and learning. Some students need things written on the board more than just hearing, and other students are very artistic learners that do best when they can show their work creatively rather than with just writing a paragraph or answering questions.


Rulers, yardsticks/metersticks, SMART Board, Student Activity Book, notebook, iPads.


The Smart Board will be utilized for the Smart Notebook that goes along with the curriculum for 10 minute math and throughout the lesson. Then, for the “You Do” portion of the lesson, students will play measurement games on their iPads to enhance their learning.

Accommodations Base this on the information you provided for Classroom Demographics and Knowledge of Students above. Describe the accommodations/differentiation/modifications you will use to meet the needs of all learners and accommodate differences in students’ learning, culture, language, etc. * There are 3 students with IEPs within this classroom. Two of the students utilize a two-on-one aid that comes in to help with math, especially with individual work. However, I have a student who is on an IEP for reading skills, but we struggle with math as we need concrete manipulatives in front of us. He is always given the option during individual work time to work at a back table with me either as one-one-one or a small group with manipulatives. This really works well for him as he struggles with visualizing without the manipulatives. One student in particular struggles with inappropriate behavior; so, we really focus on positive reinforcement, creating situations to succeed, and flexible seating where he knows he can sit at the back table if that is less distracting. Also, the students know that if I am sitting at the back table, they are welcome to come back and work as a small group. Now, this has ended up being a large group of around 12 students, but some days, it is just 2 students working with me. This is a good self-assessment for students to do and gives me more insight on what students are specifically struggling on.

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This pre-assessment works for the lesson but also for this chapter out of unit 4 as well. Unit 4 includes measurements and 2D geography. This pre-assessment has the students measuring using the metric system. The metric system is a trickier for students due to the fact that we don’t use it as much in the United States. The other reason this pre-assessment is used for this lesson is because it shows the difference between cm and mm which helps the students to understand more about the differences between the units. Also, it focuses on more than just measuring length—focuses on volume and weight as well. This will give me a good view on what will need to be reviewed from last year on measurements Tuesday.


0

1

2

3

4

5

6

7

8

9

Labeling Reading Measurements Not DirectlyLabeled

Reading a Scale/Ruler

What Students Struggle With

Students

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While going through the completed pre-assessment, there were quite a few concepts that students are struggling with including: labeling, measurements without numbers directly on them, and reading a scale/ruler in general. Students and I will work toward estimating lengths and heights of various items around the classroom. Having students practice and develop their estimating skills will help to gain more understanding with reading a ruler in general as students will become more knowledgeable of what the right answer would be just by estimating.


There are many behavior strategies in place including, “If you can hear me clap once” and “and a hush fell over the crowd” call-backs. There is also the motivational strategy of “kind or quiet” for students who have a problem with making unkind comments. I have also had to introduce a new strategy or mindset for students to think before they act and to be more proactive—they are supposed to think, “would a teacher do this?” or “would Miss Leber be happy if she saw me doing or saying this?” It has been in effect for a few days, but so far, it has at least been a good reflective tool for students to use if they are confused for why their actions were considered inappropriate. We also try to avoid long transition periods as much as possible to cut down on the time where students do not have anything to do. One student in particular struggles with inappropriate behavior; so, we really focus on positive reinforcement, creating situations to succeed, and flexible seating where he knows he can sit at the back table if that is less distracting.

Implementation



Because this is the first day that we will be working on measuring for the year, we will review the various tools that the students had used in 3rd grade. I will ask for students to look around the room and tell me some things we could measure in our classroom. Some examples could be: area, volume, perimeter. We will work toward using proper vocabulary for linear measurements. I will then ask “when we measure the length of an object, what are some of the units we could use?” Examples could include: inches, feet, yards, centimeters, and meters. I will then point out that we will be using a ruler with inches on one side and centimeters on the other, and then metersticks with centimeters on one side and inches on the other. “We will find objects in the classroom that are equal to each unit of these measurement tools in length. Does anyone see what could be able a foot long?” We will look for 2 or 3 examples together and write them on page 1 of Unit 4 in their math practice books. We will then go through the same thing together for an inch, yard, and meter. “These are what we call benchmarks.” We are going to use the Smart Board as chart paper to create a chart of “Benchmarks for Measuring.” I will then list off a few benchmarks such as the computer is a foot wide, your fingernail is about one centimeter wide, and our desks are about one yard off the floor. We will then go to find more benchmarks.


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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). We will then come up with different benchmarks for students to use. We can use the examples listed and the ones on page 1. We will then go on to discuss “if I needed to cut 2 feet of ribbons, but don’t have a ruler or a meterstick. What could I use instead?” I will have students suggest a few ideas for what may be close to a foot. And that maybe, we could use two of those lined up to each other. We will then discuss that a benchmark is something familiar that is the same size (or almost the same size). Benchmarks help get a good idea of how long these units are. We will then work on page 2 from their work books trying to, first, make an estimate of how long the objects are, but then, they will take the actual measurements of the items using a ruler or yardstick. The students will have 15 minutes to do all the estimates and measurements. Once done, we will come back together as a big group to discuss. “Did you and your partner ever get different estimates for the same thing? Why do you think this happened?”



Students will be provided a worksheet of various items. The work sheet gives various ways to estimate and benchmarks. The students are to estimate how tall/big each item is. This will give students multiple opportunities to practice their estimating skills as that is something that takes a while to learn and master. Students will complete page 3, if time, from their student work book to continue their practice of multiplication and gain more skills.

Lesson Closing


About 5 minutes before class is over, I will have students come together as a group. Students will then be given a sticky note, and their job will be to write on a scale of 1-5 (one being

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terrible; five being “I got this”) how they feel they do at estimating and measuring. They will then be told that they have homework—page 4 from their workbooks so that they can ask various adults about situations where they have had to measure or estimate. The students normally don’t have homework unless they don’t actively work, however, this is something that can’t necessarily be done at school as we want a variety of answers from adults.


Analyze



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So the results were a little sporadic. Students did not master the standard as well as I had hoped in the beginning. However, estimating is a hard thing to do when you don’t have a huge understanding on measuring in general. We will work toward mastering measuring in the future while also working toward estimating. 14 of the students got a 50% or higher, and this was only the first lesson in the 1st chapter of a new unit. There were a few behavior/management things that I wish would have gone differently. I have one student who consistently continues to be defiant toward rules in the classroom and at recess, but when he is in his small group when they meet in the resource room. I have continued to try consistency and building that relationship with this student, however, as a way to increase my management skills and his positive behaviors. One thing that I would do again for sure with this lesson was where the students were able to get up and move around to measure items around the class. This helped with their estimating skills because they were able to see things up close to estimate whereas its harder to estimate when things are at a distance. One thing I would change would be that when asked to estimate something that was about a yard, I had one student, who I thought at the time was trying to be defiant, said “Sanford” was about a yard. After talking with the special education teacher, she made the point that maybe he thought that by “yard” we meant “backyard.” If I could re-teach this lesson, I would have turned that more into a teaching moment.

0

1

2

3

4

5

6

7

1-Jan 2 3 4 5 6 7 8 9

Points earned out of 9

Points earned out of 9

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Teacher Work Sample Scoring Rubric Student Teaching Experience

Teacher Candidate Name:_________________________________________________________________ Semester: Spring Fall Year 20____ Grade/Subject Area______________________________________________________________________

Task I: Professional Goal Setting

Components Advanced/Excellent

4

Proficient/Competent

3

Basic/Developing

2

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.

Task II: Contextual Information


4


3

Basic/Developing

2

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


4


3

Basic/Developing

2

Below 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

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

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

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;

40 | P a g e

build understanding, and

encourage application to real

world issues.

build understanding, and

encourage application to real

world issues.

the curriculum which do

not build understanding,

nor encourage

application to real world

issues.

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 copies of the Pre-

and Post-Assessments

used.

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 copies of the

Pre- and Post-

Assessments used.

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

provides a logical

explanation.

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,

candidate provides an

explanation.

Does not incorporate the

use of available

technology to enhance

instruction nor provide an

explanation for why

technology is not utilized.

Accommodations

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


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


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.

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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

theory/research nor

sufficiently cited).

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).

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

Includes average-quality


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:



from pre-to-post


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 poor-quality

table/charts/graphs

which do not clearly


results (or pre-post

comparison if applicable)

Provides a weak

description of the post

assessment results

which does not

adequately address the

following items:

students’ progress

toward mastery of the

objectives from pre-to-

post


affected the post

assessment results

No quality



(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:



from pre-to-post


affected the post

assessment results

how the results of the

post assessment highlight

what areas of the lesson

will require re-

42 | P a g e

areas of the lesson will

require re-teaching (if any)

how the results of the

post assessment

highlight what areas of

the lesson will require re-

teaching (if any)

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 Sample


4


3

Basic/Developing

2

Below Basic/

Needs Work

1

Writing 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.

Content Organization: Most formatting requirements followed: (Cover page, references/credits, font and spacing, anonymity) Paper is somewhat organized but candidate needs to continue to develop communicating thought and purpose.

Content Organization: Few formatting requirements were followed: (Cover page, references/credits, font and spacing, anonymity) Paper requires much better organization of 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.

Documents

Northern State University Student Teaching Experience ...procedures and routines in the beginning of the year, lesson, etc. While teaching one of my formal lessons for my past Pre-Student